Attitude et distance sociale des élèves non handicapés à l’égard de leurs pairs handicapés.
arma, Kahina; Gombert, Anne; Roussey, Jean-Yves
Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, Mar 10 , 2014, No Pagination Specified. doi: 10.1037/a0033356
- This research aimed two objectives. First, studying the behavioural dimension of nondisabled pupils’attitude, going to school in an inclusive framework toward their disabled classmates, and detecting the social distance they maintain with them. Second, studying the effect of contact, visibility, and disability importunity factors on the evolution of this attitude and this social distance. Five hundred forty-nine secondary-school pupils from five junior high schools, hosting pupils with different kinds of disability whether visible and importunity or not (Down syndrome, mental retardation, cerebral palsy
, and learning disorders) filled out a questionnaire at the beginning and the end of the year. The results show that the pupils have positive attitudes toward their disabled classmates, but that they maintain a social distance with them. They also highlight that the attitudes and the social distance evolve during the year depending on the interaction of studied factors. The schooling of pupils with a visible and importunity disability in a regular environment has positive effects. Their nondisabled classmates’ attitudes toward these pupils tend to be more positive in case of direct contact. Furthermore, the social distance decreases and can even disappear at the end of the year in case of indirect contact. These results show that the evolution of attitudes and social distance toward disabled pupils depends on the contact with the disability and also on the characteristics of this disability. (PsycINFO Database Record (c) 2014 APA, all rights reserved)