Social acceptance of children with mental retardation: Testing the contact hypothesis with an Italian sample

2001 ◽  
Vol 25 (3) ◽  
pp. 279-286 ◽  
Author(s):  
Mara Manetti ◽  
Barry H. Schneider ◽  
Gary Siperstein
Keyword(s):  
Elementary School ◽  
Mental Retardation ◽  
Social Behaviour ◽  
Children With Disabilities ◽  
Social Acceptance ◽  
Contact Hypothesis ◽  
Social Activities ◽  
Regular Contact ◽  
Regular Classes ◽  
Italian Sample

The purpose of this study was to explore the acceptance of peers with mental retardation (MR) in an Italian elementary school hosting a cluster of pupils with severe and profound MR. A similar school in which most pupils have little regular contact with children with disabilities participated for purposes of comparison. To assess social acceptance, we presented photographs of hypothetical children together with vignettes describing the protagonists’ social behaviour. Respondents indicated how likely they would be to include the hypothetical child in social activities and which of the adjectives on a checklist they would ascribe to the child. Although most of the participants responded that they would include the hypothetical child in most social activities, sociometrics revealed that ” ve of the six children with moderate disabilities who were integrated in the regular classes of both schools were rejected socially.

scholarly journals A study of the status of access facilities available for children with disabilities studying in BMC school at Mumbai

2021 ◽  
Vol 4 (2) ◽  
pp. 54-63
Author(s):  
Arun A Banik ◽  
Aninda Duti Banik
Keyword(s):  
Mental Retardation ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
School Principal ◽  
Significant Difference ◽  
The Disabled ◽  
The Status ◽  
Free Environment ◽  
Visually Handicapped ◽  
Descriptive Survey

The present study title “A study of the status of access facilities available for children with disabilities studying in BMC school”, a descriptive survey designed was made with the aim to study the status of access facility available for the children with disabilities viz. hearing impairment, mental retardation, physically handicapped (Locomotors Disability), visually handicapped in BMC recognized schools. Further to give recommendation in order to promote the access needs for children with disabilities in school. Looking into the prospective of the study it also aim to create an awareness on the issue of barrier free environment for children with disabilities. As a part of tool of the study, self-made questionnaire was developed and validated by a group of professionals. 10 BMC recognized schools were selected in and around Mumbai and the questionnaire was administered by the researcher and taken information from the school principal.Mean average and percentage was calculated from the obtained data. On an average, overall 14.38% schools or centers with disabilities were having access facilities for students with disabilities. With respect to schools or centers related to Locomotors Disabilities, Hearing Disabilities, Mental Retardation, and Visually Handicapped study findings were 14.4%, 14.3%, 13.7% and 15.1% respectively, having access facilities for the children with disabilities in BMC schools. Where the data was subjected to statistical analysis and it was found that there was no significant difference (p>0.05) in terms of access facilities between the schools or centers for disabilities. Results indicated that there were very insufficient as well as inadequate access facilities across all children with disabilities in the BMC recognized schools. The results has shown an impact in the education of the disabled students as they need full accessible educational support to undertake their successful study. Hence, Government and all other educational authorities are suggested to take up this issue in a positive manner to improve the quality of education as there is a much needed access facilities in all the schools.

Social Acceptance by Their Peers of Children with Mental Retardation

1994 ◽  
Vol 74 (1) ◽  
pp. 239-242 ◽  
Author(s):  
Barbara A. Rothlisberg ◽  
Ruth Hill ◽  
Rik Carl D'Amato
Keyword(s):  
Mental Retardation ◽  
Social Acceptance ◽  
Mentally Retarded ◽  
Willingness To Accept ◽  
Chi Squared ◽  
Incoming Students

Students' willingness to befriend a child with mental retardation was investigated using written vignettes of students said to be enrolling in the subjects' school. In the control condition, all stories described the incoming students as non-labeled peers. In the experimental condition, half of the descriptions of new classmates included the addition of the label mentally retarded. Subjects were asked to make a behavioral commitment to befriend an incoming student assuming that the child would be joining their class. Chi-squared analysis indicated that the addition of the label to a description of a child significantly reduced the frequency of that child's being selected by subjects, particularly boys. The data suggested that the label may inhibit students' willingness to accept labeled peers socially.

Social Interaction and Acceptance of Mildly Retarded Children in a Mainstream Special Educational Setting

1985 ◽  
Vol 9 (2) ◽  
pp. 8-15 ◽  
Author(s):  
Debbie Espiner ◽  
Keri Wilton ◽  
Ted Glynn
Keyword(s):  
Social Behaviour ◽  
Special Class ◽  
Social Acceptance ◽  
Academic Progress ◽  
Educational Programme ◽  
Educational Setting ◽  
Educational Facilities ◽  
Handicapped Children ◽  
Regular Class ◽  
The Social

AbstractThe social acceptance (by non-handicapped children) and classroom and playground social behaviour of the five former special class pupils was studied. Six months prior to the study the pupils had been transferred to an experimental mainstream special educational programme within the same school. At the time of the study, the mainstreamed children were all maintaining or surpassing the rates of academic progress they had shown in the special class and they were well accepted by their classmates. Their social behaviour during unstructured classroom and playground activities closely approximated that of their classmates, but in the case of playground activities differed markedly from that of pupils who had remained in the special class. The results indicate that mainstream special educational facilities can work effectively — i.e., academically and socially, for at least some mildly retarded children. Where resources permit and the support of regular class teachers is available, there would appear to be some advantages for the children concerned.

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