Department of Psychology and Division of Online and Continuing Education, University of Massachusetts Lowell.
Rehabil Psychol. 2018 Feb;63(1):68-76. doi: 10.1037/rep0000213.
The purpose of this experiment was to examine the impact of disability type and accommodation type on participants' perceptions of the appropriateness of accommodations on university campuses.
Participants were 223 university students who evaluated the written symptom descriptions of 8 hypothetical university students with disabilities to determine whether a series of 8 different accommodations would be appropriate for them.
Perceptions of accommodation appropriateness were impacted by both the type of disability and the type of accommodation under consideration. The results indicated that accommodations for psychiatric disabilities and invisible physical disabilities were less likely to be viewed as appropriate regardless of how well they addressed the symptoms of the disability.
Students with psychiatric and invisible physical disabilities may be especially vulnerable to negative peer perceptions if they receive accommodations. These attitudinal barriers make it harder for students with disabilities to integrate into the college social environment. Students with disabilities who do not feel welcome are less likely to self-advocate to acquire the accommodations that they need and are therefore less likely to succeed in their course work. Our results highlight the importance of programs that encourage the integration of students with disabilities and decrease the stigma of disability on campus. (PsycINFO Database Record
本实验旨在考察残疾类型和适应类型对参与者对大学校园适应措施适宜性的看法的影响。
参与者为 223 名大学生，他们对 8 名虚构残疾大学生的书面症状描述进行评估，以确定是否对他们提供一系列 8 种不同的适应措施。
适应措施的适宜性感知受到残疾类型和所考虑的适应措施类型的共同影响。结果表明，无论对残疾症状的解决程度如何，精神病残疾和隐形身体残疾的适应措施都不太可能被视为适当的。
如果接受适应措施，精神病和隐形身体残疾的学生可能特别容易受到负面的同伴看法的影响。这些态度障碍使残疾学生更难融入大学校园的社交环境。不受欢迎的残疾学生不太可能主动争取他们所需的适应措施，因此不太可能在学业上取得成功。我们的研究结果强调了鼓励残疾学生融合并减少校园残疾耻辱感的项目的重要性。
