Inclusive Socialization? The Relationships between Parents’ and Their Child’s Attitudes toward Students with Disabilities

Sara Santilli, Maria Cristina Ginevra*, Moshe Israelashvili, Laura Nota

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

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.

Original languageEnglish
Article number16387
JournalInternational Journal of Environmental Research and Public Health
Volume19
Issue number24
DOIs
StatePublished - Dec 2022

Keywords

  • children’s attitudes
  • disability
  • parents’ attitudes
  • school inclusion

Fingerprint

Dive into the research topics of 'Inclusive Socialization? The Relationships between Parents’ and Their Child’s Attitudes toward Students with Disabilities'. Together they form a unique fingerprint.

Cite this