Department of Philosophy, Sociology, Education, and Applied Psychology, University of Padova, 35131 Padova, Italy.
School of Education, Tel Aviv University, Tel Aviv-Yafo P.O. Box 39040, Israel.
Int J Environ Res Public Health. 2022 Dec 7;19(24):16387. doi: 10.3390/ijerph192416387.
Promoting social and school inclusion of children with disabilities has been associated with their health-related quality of life. This study aimed to analyze the connection between parents and children's attitudes toward disabilities as one factor contributing to the inclusion and well-being of individuals with disabilities. Three types of disabilities-i.e., attitudes toward a child with a sensory disability (hearing), a child with an intellectual disability (Down syndrome), and a child with problems with aggressiveness and angry outbursts (behavioral problems)-were examined. A sample of 598 White Italian elementary school students (303 boys and 295 girls) aged 6 to 11 years 33tudes toward students with disabilities, rather than each parent's attitude, contributed to a better understanding of the child's attitudes toward students with disabilities. The theoretical and practical implications of these results are discussed.
促进残疾儿童的社会和学校融合与他们的健康相关生活质量有关。本研究旨在分析父母和儿童对残疾的态度作为影响残疾个体融入和幸福的因素之一。本文研究了三种类型的残疾，即对有感官障碍（听力）的儿童、有智力障碍（唐氏综合征）的儿童和有攻击性和愤怒爆发问题（行为问题）的儿童的态度。研究对象为意大利白人小学 6 至 11 岁学生 598 名（男 303 名，女 295 名），考察了他们对残疾学生的态度，而不是每个家长的态度，有助于更好地理解儿童对残疾学生的态度。讨论了这些结果的理论和实践意义。
