Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada.
Disabil Rehabil. 2013 Apr;35(8):623-46. doi: 10.3109/09638288.2012.702850. Epub 2012 Jul 25.
Children's lack of knowledge about disability can adversely impact their attitudes toward people with disabilities. The purpose of this study is to review the common elements of effective disability awareness interventions.
A systematic review of disability awareness interventions for children and youth was conducted to assess the effective components of these interventions. Electronic searches were conducted using OVID, CENTRAL, PsychInfo, ERIC, Social Science Citation Index, GreyNET Scopus and Google Scholar. The inclusion criteria included (i) an intervention raising awareness about disability, (ii) school-age children with the average age between 5-19 years old, (iii) at least one measurable outcome focusing on knowledge about disability or attitudes towards and/or acceptance of people with a disability and (iv) published article or grey literature.
Of the 1031 articles that were identified in the search, 42 met the criteria to be included in the review. We classified the disability awareness interventions into 5 broad types including (i) social contact, (ii) simulation, (iii) curriculum, (iv) multi-media curriculum and (v) multiple components. Thirty-four studies showed an improvement in attitudes towards and/or acceptance of peers with disabilities. Eight of these studies also demonstrated an improvement in knowledge of people with disabilities. Five of the interventions found no support for improving knowledge about, or acceptance of people with disabilities.
Disability awareness interventions can successfully improve children's knowledge about and attitudes towards peers with a disability; they should include several different components over multiple sessions.
These findings are being used to further develop disability awareness interventions to help improve the social inclusion and participation of children with disabilities within mainstream classrooms.
儿童对残疾的了解不足可能会对他们对残疾人士的态度产生负面影响。本研究的目的是综述有效的残疾意识干预措施的共同要素。
对针对儿童和青少年的残疾意识干预措施进行了系统的综述，以评估这些干预措施的有效组成部分。使用 OVID、CENTRAL、PsychInfo、ERIC、社会科学引文索引、GreyNET Scopus 和 Google Scholar 进行了电子检索。纳入标准包括：（i）提高残疾意识的干预措施，（ii）学龄儿童，平均年龄在 5-19 岁之间，（iii）至少有一个关注残疾知识或对残疾人和/或残疾人士的态度和/或接受程度的可衡量结果，以及（iv）已发表的文章或灰色文献。
在搜索中确定的 1031 篇文章中，有 42 篇符合纳入综述的标准。我们将残疾意识干预措施分为 5 种类型，包括：（i）社会接触，（ii）模拟，（iii）课程，（iv）多媒体课程和（v）多组件。34 项研究表明，对残疾同伴的态度和/或接受程度有所改善。其中 8 项研究还表明，对残疾人士的了解有所提高。五项干预措施没有发现支持改善对残疾人士的了解或接受程度。
残疾意识干预措施可以成功地提高儿童对残疾同伴的知识和态度；它们应该包括多个会话中的几个不同组成部分。
这些发现正在被用于进一步开发残疾意识干预措施，以帮助改善残疾儿童在主流教室中的社会融合和参与度。
