Maras P, Brown R
School of Social Science, University of Greenwich, London, UK.
Br J Educ Psychol. 2000 Sep;70 ( Pt 3):337-51. doi: 10.1348/000709900158164.
There have been fluctuations in research interest into the inclusion of children with disabilities in mainstream schools over the last twenty years. It is still not clear what methods, practices and types of contact are most likely to promote positive attitudes in children toward disabled peers and disability generally.
To consider two theoretical models of inter-group contact, both claiming to identify precursors for generalised attitude change, in relation to the attitudes of non-disabled children toward disabled peers as a function of different classroom contact.
Participants were 256 non-disabled school children aged 5-11 years (128 girls and 128 boys).
Measures of sociometric preference and the evaluation of psychological and physical attributes were used to ascertain children's perceptions of known and unknown peers with disabilities.
A relationship was found between the type of contact the children had with disabled peers, and their perceptions of psychological and physical attributes (stereotypes) of groups of unknown disabled and non-disabled peers.
Results show generalisation of stereotypic attitude/judgments from one type of disability to another as a consequence of the two types of contact situation. Findings have important implications for integrating disabled children into mainstream.
在过去二十年里，对于将残疾儿童纳入主流学校的研究兴趣存在波动。目前仍不清楚哪些方法、实践和接触类型最有可能促进儿童对残疾同伴以及残疾现象产生积极态度。
探讨两种群体间接触的理论模型，这两种模型都声称能够识别出广义态度改变的先兆，研究非残疾儿童对残疾同伴的态度如何因不同的课堂接触而变化。
参与者为256名5至11岁的非残疾在校儿童（128名女孩和128名男孩）。
采用社会测量偏好测量以及对心理和身体属性的评价，以确定儿童对已知和未知残疾同伴的看法。
发现儿童与残疾同伴的接触类型，与他们对未知残疾和非残疾同伴群体的心理和身体属性（刻板印象）的认知之间存在关联。
结果表明，由于两种接触情况，刻板态度/判断会从一种残疾类型推广到另一种残疾类型。研究结果对于将残疾儿童融入主流学校具有重要意义。
