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Public awareness, attitudes and beliefs regarding intellectual disability: A systematic review
Abstract
The general public's responses to people with intellectual disabilities influence the likely success or failure of policies aimed at increasing their social inclusion. The present paper provides a review of general population based research into awareness, attitudes and beliefs regarding intellectual disability published in English between 1990 and mid-2011. An electronic search using PsycINFO and Web of Science plus a hand search of the literature was completed. Most of the 75 studies identified consisted of descriptive surveys of attitudes. They tend to conclude that age, educational attainment and prior contact with someone with an intellectual disability predict attitudes, while the effect of gender is inconsistent. Eight studies examined lay knowledge about intellectual disability and beliefs about its causation in a range of cultural contexts. The impact of interventions designed to improve attitudes or awareness was examined by 12 studies. The evidence is limited by the fact that it is mostly based on relatively small unrepresentative samples and cross-sectional designs. It is concluded that overall, high quality research into general population attitudes to intellectual disability is limited. Public knowledge of intellectual disability and causal beliefs are particularly under-researched areas. There is a notable absence of well designed evaluations of efforts to reduce misconceptions about intellectual disability and tackle negative attitudes. Areas for future research are noted, including the need for well designed studies that consider awareness, attitudes and beliefs in relation to stigma theory.
... In the first response, Parent 6 expresses that they have often encountered a lack of understanding and empathy from society towards their child with an intellectual disability, which is a social factor that can significantly impact an individual's well-being (Engel, 1977). They note that many people seem quick to make assumptions or feel uncomfortable around those with IDD (Scior, 2011). However, the parent also acknowledges the growing efforts to promote inclusion and raise awareness, which has made a significant difference in their child's ability to participate and thrive in their community, highlighting the importance of environmental and social factors in supporting individual growth and development Scior, 2011). ...
... They note that many people seem quick to make assumptions or feel uncomfortable around those with IDD (Scior, 2011). However, the parent also acknowledges the growing efforts to promote inclusion and raise awareness, which has made a significant difference in their child's ability to participate and thrive in their community, highlighting the importance of environmental and social factors in supporting individual growth and development Scior, 2011). ...
... The second response from Parent 1 echoes a similar sentiment, stating that society's attitudes towards children with developmental disabilities can be quite stigmatising and discriminatory at times, which can have a negative impact on an individual's psychological well-being (Engel, 1977). They have witnessed their child being overlooked, marginalised, or even treated with outright hostility in some situations (Scior, 2011;Thornicroft et al., 2007). Nevertheless, the parent has also been heartened by the increasing number of individuals and organisations that spearhead the rights and capabilities of those with IDD, working to create an inclusive and accepting environment for their child and others in similar circumstances Scior, 2011). ...
This chapter examined the psychological experience of learners with intellectual and developmental disabilities (IDD). It explored the unique strengths, challenges, and resilience demonstrated by this population. The chapter highlighted the cognitive, emotional, and social dimensions of living with an IDD. Key issues included self-concept development, strategies for emotion regulation, the impact of societal attitudes, and the role of family and community support systems. Ultimately, the chapter provided a nuanced, empathetic perspective on the lived experiences of people with IDD and to dispel common misconceptions. Clinicians, educators, policymakers, and the general public can benefit from the insights presented to foster greater inclusion and improve the quality of life for this vulnerable yet resilient population. The development and promotion of intervention programmes tailored to the unique socio-cultural context of individuals with intellectual and developmental disabilities (IDDs) in Zimbabwe are recommended.
... Individuals with intellectual disabilities experience higher rates of health inequities and are more vulnerable to the social determinants of health (e.g., social inclusion and non-discrimination, access to affordable health services of decent quality) (Alonso-Sardón et al., 2019;Chapman et al., 2018;Emerson, 2011;Friedman, 2021). Inclusive health care is defined by the World Health Organization as Several studies have looked at social distance, contact with people with intellectual disabilities and knowledge of the diagnosis (Rasdale et al., 2018;Ryan and Scior, 2016;Scior, 2011;Scior et al., 2013). Currently, we have no data from the literature concerning the interaction of these different variables on inclusive health representations and practices. ...
... The results also showed that having a relative with the same difficulties than those presented in the fictional vignettes is positively linked to better representations and practices in inclusive health, even though no mediation effect of social distance was observed here. These findings are in line with the literature that highlights the existence of a link between contact and positive attitudes towards people with intellectual disabilities (Scior, 2011). As a result, having contact with these people through their social inclusion seems essential to enable a change in attitude towards them (Cummins and Lau, 2003). ...
... Thirdly, regarding the mediation/moderation analyses, we have defined the direction of the relationship regarding the existing literature. Indeed, a systematic review by Scior (2011) found that, in the general population, contact with a person with intellectual disability predicts more positive attitudes. Another study also showed that intellectual disability recognition was associated with more positive attitudes (Scior, 2011). ...
Disparities in healthcare are observed among people with intellectual disabilities. They generally face stigmatisation and negative attitudes from healthcare professionals. The aim of this study is to investigate the link of diagnostic label and social distance on inclusive health representations and practices towards people with intellectual disabilities among healthcare professionals. We conducted an online survey of 163 healthcare professionals living in French-speaking Belgium. The results highlighted that the diagnostic label and a lower social distance predict better representations and practices in inclusive health. In addition, an analysis of mediation showed the mediating effect of social distance on the link between being in contact with people with intellectual disabilities (through employment) and better representations and practices in inclusive health. This study enabled us to assess the interplay between stigma variables and healthcare professionals’ representations and practices towards people with intellectual disabilities and to identify potential facilitators for promoting health equity.
... Public perception and familiarity toward specific fields (e.g., public health) are key to the successes and failures of the national policies and initiatives that support and provide resources to enable these fields to flourish (Blauwet & Iezzoni, 2014;McConkey et al., 2020;Scior, 2011). McConkey and colleagues (2021) suggested that within democratic societies, such as the United States, large changes may stem from alterations in public perceptions, rather than from action of the government. ...
... The survey employed in the present study captured undergraduate students' familiarity toward APA and health for people with disabilities. The survey was developed using relevant literature related to the public's awareness of health and APA (Nicholaos et al., 2006;Scior, 2011). After developing an initial set of survey items guided by the research questions and relevant literature, we sent the survey to an expert in survey development and public health, who provided feedback related to content relevancy and question structure. ...
... Further research may provide additional understanding regarding why familiarity with TR was lower compared to the other APA terms as well as how it compares among those with and without personal connections to disability. Having a close personal connection with people with disabilities significantly influencing one's familiarity of disability related information aligns with the literature (e.g., Scior, 2011;Werner, 2015). For example, McConkey and colleagues (2020) identified that having volunteered with SO, playing sports, and having personal connection with an individual with an intellectual disability were key factors in their likelihood to having increased awareness of SO. ...
The field of adapted physical activity (APA) and other areas often associated with APA focused on physical activity for people with disabilities, such as adapted physical education (APE) and disability sports (DS), is often marginalized and misunderstood. Little attention has been given to subsets of the general population’s familiarity of this field and related areas. The purpose of this study was to examine college students’ awareness of APA terminology and related organizations. Undergraduate college students ( n = 995) completed a survey on their familiarity of APA terminology (APE, DS, and therapeutic recreation [TR]) and related organizations (Paralympics [PL], and Special Olympics [SO]). Students were most familiar with SO, DS, and PL. Familiarity with these terms and organizations, except for TR, were positively associated with being comfortable with people with disabilities ( p < .01). Students who reported having a close connection to a person with a disability were significantly more familiar with DS and SO ( p = .001). Students with personal connections to people with disabilities appeared to be more aware of APA-related professions and associations. As future leaders, college students can influence the direction of future public policies and resources; thus, because these findings suggests that college students lack the basic familiarity with many APA-related areas, this insinuates that these areas may suffer from a lack of support policies and resources needed to flourish. Further research is needed to fully understand the relationships college students have with people with disabilities and how these may have more awareness of APA-related professions and associations.
... other research has shown the public feeling of pity and fear toward disabled people (Findler et al., 2007), uncomfortable and unsure in terms of how to behave in their presence (Mccaughey & Strohmer, 2005), as well as suspicious and hostile to the idea of their integration (yazbeck et al., 2004). on the other hand, recent research has revealed a change in attitudes toward accepting the idea of inclusion for people with iD within a set of social context, although, the results were not consistent regarding the strength and relationship between the context variables and attitudes towards people with iD. in line with this general result, Several studies have found that females, younger people and graduates with higher education attainment tend to express more positive attitudes toward people with iD inclusion; however, the effect of gender is not significant in other studies (Scior, 2011;Marcone et al., 2019). as for income, the research has revealed that its level is associated with positive attitudes toward people with iD (guralnick, 2004), while another study did not prove this relationship (Morin et al., 2013). in addition, healthcare professionals exhibit more positive attitudes toward people with iD than the general population (Richa et al., 2023;Morin et al., 2018). ...
... it can be explained by the fact that limited courses and lecture contents are allocated to discuss people with intellectual disability abilities, life conditions and expectations in algeria. this result is not compatible with previous research that revealed more positive attitudes to people with iD is related to higher educational level (Morin et al., 2013;Scior, 2011). in the same line of education, the findings revealed no association between family status and public attitudes toward iD in algeria. ...
This study aims to examine attitudes toward the inclusion of intellectual disabled people in Algeria. A total of 332 participants living in the province of Jijel (Algeria) were selected to measure their attitudes toward accessibility, assistance, autonomy, rights and self-advocacy for intellectually disabled persons. Data were analyzed using the mean, t-test, ANOVA and LSD tests. Overall, the findings revealed similarities and differences regarding attitudes in association with participants’ socio-demographic characteristics. Specifically, the results showed a significant relationship between work status and attitudes toward intellectual disability for autonomy and self-advocacy aspects, while gender and place of residence did not show a significant relationship for all aspects. In addition, significant differences in attitudes attributable to age and relationships with intellectually disabled people have been reported. Meanwhile, no differences were observed in the participants’ attitudes in relation to their education and marital status. These results may help managers and policymakers working in the field of disability to implement efficient strategies for a better inclusion of intellectual disabled people in Algeria.
... This is clearly distinct from Western cultures in which diversity and individuality are valued. For students with SEN in Asian contexts, learning and behavioral problems may imply a deviation from the classroom norms, which in turn could result in negative evaluations and reactions from their peers (Scior, 2011). Specifically, students ASD and ADHD are often avoided or left out of class activities since their behaviors are not socially acceptable. ...
... Specifically, students ASD and ADHD are often avoided or left out of class activities since their behaviors are not socially acceptable. Living in collectivist societies, students with SEN are therefore vulnerable to stigma, discrimination, and other forms of victimization (Scior, 2011). Yet, little research has attempted to understand peer acceptance and inclusion of students with SEN in Asian school settings. ...
There is growing traction on the valuable effects of kindness on well-being and positive interpersonal functioning. However, existing literature has paid little attention to the association of kindness with discriminatory attitudes toward people with special educational needs (SEN). This research examined the link of kindness to stigma toward and acceptance of individuals with SEN among Filipino high school students using cross-sectional (Study 1) and longitudinal designs (Study 2). In Study 1, the researchers used regression analyses to show that kindness negatively predicted stigma and positively predicted acceptance toward people with SEN, even after controlling for age and gender. In Study 2, the researchers adopted a cross-lagged panel structural equation modeling approach to demonstrate that Time 1 kindness positively predicted Time 2 acceptance even after controlling for auto-regressor effects. Time 1 kindness did not predict subsequent stigma. Findings allude to the significance of kindness in promoting positive attitude toward people with disabilities.
... These kinds of disabilities continue to be perceived very negatively among the general population and across various countries (Scior, 2011). The literature suggests that there are variations in the stigma attached to people with intellectual disability across countries and cultures (Zeilinger et al., 2020). ...
... The desirability of conducting representative studies on stigma in different countries and cultures has already been established (Scior, 2011;Zeilinger et al., 2020). Therefore, the purpose of this study is to explore for the first time the social stigma linked to people with intellectual disability in a representative sample of Spain. ...
Background:
Stigma towards people with intellectual disability affects various aspects of their lives, including access to employment, housing, health and social care services. Furthermore, this stigma reduces their social opportunities and is even reflected in laws that diminish their autonomy. Due to the practical significance of this issue, the aim of this research is to explore for the first time the social stigma associated with intellectual disability in a representative sample of the Spanish population.
Method:
A cross-sectional quantitative descriptive study was conducted, involving a representative sample of the population (N = 2746). The study includes descriptive analyses and hierarchical regressions to examine various dimensions of stigma, such as attitudes, attributions, and intentions of social distance.
Results:
Medium levels of stigma are found regarding attitudes and attributions towards people with intellectual disability, while levels are medium-low concerning the intention of social distance. The most reliable indicators of stigma across its various dimensions encompass attitudes, attributions, and the intention of social distance. Factors that contribute to lower stigma include knowing someone with an intellectual disability, being willing to discuss intellectual disability with an acquaintance who has it and having a progressive political ideology. People with intellectual disability show more negative attributions towards themselves. Living with a person with an intellectual disability is another predictor of more stigmatising attitudes, but less intention of social distance. Results are mixed regarding age, gender, and educational level.
Conclusion:
Combating the stigmatisation of people with intellectual disabilities must include comprehensive actions to address attitudes, attributions and behavioural intentions. Public policies, such as national campaigns and programmes, should include contact with and open conversations about intellectual disability, and sensitivity to sociodemographic variables.
... This population is still considered to have limited capabilities and thought to lack the ability to learn and be independent (Ali et al., 2012;Nagata, 2014;Ouellette-Kuntz et al., 2010;Schalock et al., 2010). Moreover, it was found that the broader public prefers social connection with people with physical or sensory disabilities compared to those with intellectual disabilities (Scior, 2011;Werner, 2015). These individuals are considered one of the groups that suffer from negative labelling, social exclusion, prejudice, and multiple barriers (Scior, 2011). ...
... Moreover, it was found that the broader public prefers social connection with people with physical or sensory disabilities compared to those with intellectual disabilities (Scior, 2011;Werner, 2015). These individuals are considered one of the groups that suffer from negative labelling, social exclusion, prejudice, and multiple barriers (Scior, 2011). As a result of this kind of labelling, it was found that families of individuals with intellectual disability reveal more embarrassment and shame, which leads to mental oppression and distress (Ali et al., 2012). ...
... There are consistent findings regarding the association between exposure to persons with disabilities and more positive attitudes (Amissah, 2016;Ju et al., 2013;LaBelle et al., 2013;Scior, 2011). Continuous contact and meaningful interactions with persons with disabilities seem to promote an increase in positive attitudes among non-disabled persons, and previous experience with specific disability results in a more positive attitude towards others with the same disability (Unger, 2002). ...
... These results correspond with other findings proving a lack of connection between the amount of contact and attitudes towards people with intellectual disabilities (for example: McManus et al., 2010). However, these results are not consistent with most research results to date showing the important role of contact for attitudes towards people with intellectual disabilities (Morin et al., 2013;Scior, 2011), or directly towards people with Down syndrome (Pace et al., 2010). Therefore, the present results suggest that the attitudes of university students towards this group of people with disabilities are shaped by some other factors that are more significant than just contact with such people. ...
This study aimed to explore the multidimensional attitudes of university students towards people with motor, intellectual, and sensory (vision and hearing) disabilities. Three variables were discussed: type of disability, exposure to people with disabilities, and the need for social approval. This study included 712 university students. The results confirmed that the most negative attitudes were held towards people with intellectual disability and the most positive attitudes towards persons with motor disability in all dimensions: cognitive, emotional, and social. The type of exposure to people with disabilities was significant, and the most positive attitudes were observed when respondents had a friend with a disability. The hypothesis on the correlation between the need for social approval and students’ attitudes towards people with disabilities was only partially confirmed.
KEYWORDS:
Disability; Attitudes; Social approval; Multidimensional; University students
... Contact with people with disabilities is typically assumed to be an effective method for improving young people (Armstrong et al., 2017b). A systematic review (Scior, 2011) indicated that students who had previous contact with people with disabilities showed better attitudes towards students with intellectual disabilities. However, Arampatzi et al. (2011) demonstrated that students who attended schools without children with special educational needs had more positive attitudes toward disabilities than their peers in inclusive school settings. ...
Introduction: Despite progress in inclusion, prejudices related to people with disabilities continue to emerge. Attitudes towards disability affect the perception and behaviour of other students, ensuring full inclusion that enhances the experience of students with functional diversity. Objective: The aim of this study is to analyse the psychometric properties, as well as the metric invariance and convergent validity of the "The Attitudes towards Inclusion of Students with Disabilities in Physical Education" (AISDPE) in secondary school students from a region of southeastern Spain. Methodology: exploratory and confirmatory analyses, as well as multigroup analyses and test-retest techniques were carried out on a sample of 992 students. Results: showed a seventeen-item bifactor structure with excellent goodness-of-fit and reliability indices. In addition, measurement invariance was confirmed for all demographic variables included in the analysis. Finally, convergent found significant associations with another unifactorial tool employed to assess attitudes toward disability in Physical Education classes. Conclusion: this research has found excellent properties in an inexpensive and quick-to-use tool that allows exploring the attitudes toward disability of secondary students, allowing the adaptation of possible interventions and programs to be developed in the classroom.
... Mentálne postihnutie býva sociálne menej akceptované ako iné druhy zdravotného postihnutia (Požár, 2007). Postoje k ľuďom s mentálnym postihnutím bývajú pozitívnejšie u osôb, ktoré majú známych alebo príbuzných s mentálnym postihnutím, pôsobia tu aj kultúrne vplyvy (Horner-Johnson et al., 2002) a viaceré ďalšie faktory (Scior, 2011). ...
The study is focused on psychological determinants of activity and participation in various life situations in children and adolescents with hearing impairment, visual impairment, physical disability, intellectual disability and multiple disability educated in mainstream school settings in comparison to those educated in special school settings. Barriers and facilitators of activity and participation reported by persons from their close social environment (parents, caretakers, teachers) are analysed
from the perspective of the bio-psycho-social approach.
... Se denomina barrera actitudinal al conjunto de acciones excluyentes que resultan del estigma expresado hacia personas con discapacidad, que terminan entorpeciendo desde el acceso hasta la participación en igualdad de oportunidades (Scior, 2011). Ejemplos típicos son la subestimación de sus habilidades (cuando se asume que no van a poder hacer algo a priori, solo porque tienen discapacidad intelectual) y el paternalismo (por ejemplo, la persona sin discapacidad cree que sabe qué es lo mejor para la persona con discapacidad intelectual, lo que lleva a tomar decisiones por ella con el argumento de la protección). ...
“Activismo de las personas con discapacidad.
¿Por qué es fundamental?”, los autores, Juan Pino-Morán, Luis
Vera Fuente-Alba, Jaime Ramírez-Fuentes y Víctor Romero-Rojas,
revisan brevemente la historia de los movimientos sociales de
la discapacidad a nivel internacional y nacional, describiendo
el movimiento chileno y cómo se ha diversificado y politizado
en los últimos años. Destacan, a su vez, la forma en que las
organizaciones de personas con discapacidad en Chile han
disputado las definiciones y significados de la discapacidad,
planteando que esta es un asunto político de carácter público.
... A global survey found that high levels of stigma towards people with intellectual disabilities persist, despite broadly stated support for social inclusion (Scior et al. 2020). Public attitude studies confirm ambivalence towards adults with intellectual disabilities, indicating that they are perceived by some nondisabled people as "highly undesirable for social interactions" (Scior 2011(Scior , p. 2178. ...
Background/Aims
This study explored supporting the social inclusion of adults with intellectual disabilities living in rural areas, by engaging natural supporters (other than family members and paid staff).
Methods
This qualitative study involved educating and preparing six local connectors—each a member of mainstream volunteering and/or leisure clubs to support six people with intellectual disabilities to join. Qualitative interviews were used to explore the experiences of local connectors.
Findings
Six clusters of meaning were identifiable from content analysis including the support provided by local connectors, communication/interaction and supports for continued attendance. Rural local connectors had strong local knowledge and connections that facilitated those with disabilities to make local acquaintances.
Conclusions/Implications
As part of a structured programme, natural supporters can be engaged to support people with intellectual disabilities to become known and make connections in their rural neighbourhoods. Implications for practice include sourcing social roles as close as possible to home for rural dwellers and the importance of flexible transport. The characteristics of local connectors and the club ethos/culture that facilitates social inclusion are identified. Policy recommendations include that local authorities offering funding to local clubs develop guidelines and education for members, with a view to embedding diverse membership as a guiding principle.
... One of the most effective methods to reduce stigma is through social contacts (Corrigan et al., 2012), (Thornicroft et al., 2022). By offering volunteering support it is possible to facilitate social relationships between people with psychosis and members from the public, thereby promoting positive attitudes towards mental illness (Hallett et al., 2012;Scior, 2011). Volunteers are people who contribute their time and efforts to assist others without financial compensation (Snyder & Omoto, 2008). ...
The social contact hypothesis posits that direct contact between different groups can reduce prejudice under specific conditions, and has been foundational in promoting social cohesion and reducing discrimination. Given that people with mental illness often face stigma and discrimination, it is important to evaluate how community volunteering programmes can impact attitudes towards people with mental illness. This study therefore explores how remote interactions between community volunteers and individuals with mental illness impact the volunteers’ perceptions of mental health. Through a qualitative secondary analysis, we examined data from a 12-week remote volunteering support intervention. Interviews with 17 patients and 17 volunteers were conducted in the United Kingdom, where participants were recruited. The analysis revealed three key themes: volunteers’ preconceptions prior to the intervention, volunteers’ challenges when interacting with patients, and volunteers’ improved attitudes towards patients with mental illness post-intervention. Notably, 35% of volunteers reduced their desire to socially distance from individuals with mental illness, while 53% reported no change, and 12% reported an increase. These remote interactions fostered greater understanding and have potential to reduced stigma surrounding mental illness.
... Cultural attitudes about disability can vary from acceptance and support to misunderstanding and prejudice. Many cultures continue to stigmatize and marginalize people with impairments (Scior, 2011). This stigma is strongly embedded in societal standards, religious beliefs, and historical circumstances, making it difficult to shift perceptions and attitudes. ...
This study looks at the cultural, social, and legislative issues related to the experiences of disabled women in Libya, specifically in the cities of Benghazi and Al-Bayda. Using a descriptive-analytical approach, the study explores the many barriers to the full integration of women with disabilities into society. Data were gathered using quantitative and qualitative methods, including formal questionnaires and direct involvement via social media platforms such as WhatsApp and Facebook. The sample was purposefully chosen to include women with a variety of disabilities between the ages of 18 and 33 and over, guaranteeing a complete representation of the target community. The findings indicate substantial impediments, such as social stigma, cultural prejudices, and legislative deficiencies, that prevent impaired women from attaining their goals and getting critical social assistance. The study emphasizes the importance of raising awareness and implementing inclusive policies to empower disadvantaged women, calling for a cultural shift toward greater empathy and support for their rights and integration. By addressing these issues, the study aims to contribute to the development of more effective strategies and interventions for empowering impaired women in Libya.
... A global survey found that high levels of stigma towards people with intellectual disabilities persist, despite broad support for social inclusion (Scior et al. 2020). A review of public attitude studies revealed ambivalence towards adults with intellectual disabilities, indicating that they are perceived by some people without disabilities as 'highly undesirable for social interactions' (Scior 2011(Scior , 2178. Many countries have broad social inclusion policy statements for people with disability (e.g., Government of Ireland 2017; Government of New Zealand 2016). ...
Background
The social networks of adults with intellectual disabilities are often small and may be limited to family, paid staff and others with disabilities. This study explored the social inclusion of six individuals who joined mainstream leisure clubs or became local volunteers.
Method
This qualitative intervention study provided structured support and education to local connectors, existing members of clubs/organisations who provided one‐to‐one support to new members with intellectual disabilities. After 4 months, qualitative interviews were conducted to explore the experiences of the six participants with disability. Data were analysed using content analysis.
Findings
Individuals joining mainstream leisure clubs or volunteering, with natural supporters, creates opportunities for making new acquaintances and expanding social networks. Finding local connectors and opportunities for shared volunteering or leisure activities based on personal goals/interests are key to individuals forming new acquaintances close to where they live. Barriers and facilitators to participation are identified.
Conclusions
Adults with intellectual disabilities becoming volunteers or joining mainstream leisure clubs has the potential to lead to enhanced opportunities for social inclusion in their neighbourhoods. Implications for policy and practice are examined. Recommendations for further research are explored. A Valued Social Role Checklist developed from this study offers a tool when sourcing social roles.
... Terms such as retarded or subnormal, among others, were historically used to describe individuals with intellectual disabilities but later became generic insults (Scior & Werner, 2016) and common negative stereotypes include the assumption that individuals with intellectual disability are severely academically and socially impaired and childlike (Gilmore et al., 2003;Jahoda & Markova, 2004). As public responses to people with intellectual disability influence the likely success or failure of policies aimed at increasing their social inclusion (Scior, 2011) such negative wordings and stereotypes are counterproductive. In their study, Pelleboer-Gunnink et al. (2021) found that familiarity with people with disabilities is associated with a lower level of stigmatisation. ...
... Several contemporary reviews focussed specifically on pregnant women with a physical disability (Deierlein et al. 2021;Heideveld-Gerritsen et al. 2021;Lawler, Lalor, and Begley 2013). The focus on pregnant women with an intellectual disability was explored by numerous studies, a selection of which focussed on public perceptions of this scenario (Scior 2011); several studies examined the introduction and implementation of strategies designed to enhance parenting with an intellectual disability (Wilson et al. 2013) while others explored contraceptive knowledge among mothers with an intellectual disability (Horner-Johnson et al. 2019). Certain initial studies concluded that understanding was deficient regarding the most effective interventions that could be delivered to women with intellectual disability and a lack of adequate training among midwives (Mirza et al. 2009;Jenkins and Davies 2006). ...
ABSTRACT
Background: During pregnancy, some women with an intellectual disability encounter some challenges, and some midwives who provide them with support lack the knowledge to provide the best care. This systematic review explores the experiences of women with intellectual disability during pregnancy and midwives' experiences of providing care.
Method: Four databases were searched (PubMed, CINHAL, PsycINFO and Web of Science) and the resultant studies were appraised for quality using CASP. The selected papers were published between January 2012 and December 2022 and originated from the United Kingdom, Sweden, Canada and Ireland.
Results: Eight studies were included: five examined the experiences of pregnant women with intellectual disability, one investigated the midwives' experiences of caring and two analysed both groups. The primary themes amongst women included pregnancy announcements, involvement in their care and fear of losing their baby custody. The midwives expressed their lack of readiness and need for additional support. Both groups recognised the necessity for improved education and accessible communication.
Conclusion: Women with intellectual disabilities who are in the context of this review revealed their requirement for improved education and assistance in understanding antenatal information. The midwives within the included studies felt inadequately prepared to support women with intellectual disabilities: they lacked specialist training and required additional support in health education and communication skills.
... Beliefs and attitudes towards people with intellectual disabilities have been linked to different life domains (Ditchman et al., 2016(Ditchman et al., , 2017 such as sexuality, although this last domain has received less attention (Ditchman et al., 2017). According to a recent systematic review by Scior (2011), attitudes towards people with intellectual disabilities seem to have changed very little in terms of stigma. Furthermore, laypeople tend to express a greater desire for social distance from those with a disability. ...
Background
The present study examines the relationship between stereotypical beliefs about people with intellectual disabilities, desire for social distance, and general knowledge about human sexuality with attitudes towards the sexuality of adults with mild intellectual disabilities.
Method
Two hundred fifty participants from staff, family and community samples completed an online set of questionnaires.
Results
Higher agreement with stereotypical beliefs and lower sexual knowledge were associated with less normalising and more paternalistic attitudes towards the sexuality of adults with mild intellectual disabilities. Higher agreement with stereotypical beliefs was also associated with more negative attitudes. On the other hand, willingness to interact with these adults was associated with more normalising and less paternalistic attitudes.
Conclusions
Interventions that aim to support adults with intellectual disabilities in relation to their sexuality should also address the perceptions of their support network towards them as individuals with disabilities, as well as their knowledge about sexuality.
... Concerning gender, a study by Scior (2011) indicated that female teachers with higher education have a more positive attitude towards teaching students with SEN than male teachers. In addition, Mjaavatn and Frostad (2015) found that female teachers in secondary schools seemed to have a more positive attitude towards teaching students with SEN than their male colleagues. ...
In Norway, as in many other countries, developmental language disorders (DLDs) are a common challenge that greatly interferes with students' educational progress. In this study, teachers' assessed special educational needs (SEN) competence regarding DLDs was explored. Four hundred and thirty-three teachers working at dyslexia-friendly schools in Norway answered the questionnaire. The results indicated that assistive technology (AT), special needs education, and years of teaching are the determinants of teachers' assessed SEN competence regarding DLDs. Furthermore, with regard to DLDs, female teachers displayed higher competence than their male counterparts. The role of AT is crucial; therefore, we suggest that AT should be implemented in teacher education programs and in the education of SEN teachers. We also recommend that student teachers develop both theoretical and practical special needs competence during teacher education programs. ARTICLE HISTORY
... Environmental factors such as financial resources and (material and human) infrastructure are key elements in inclusive policy implementation (Van Mieghem et al., 2020;Woodcock & Woolfson, 2019). However, it has been suggested that the general's public representations influence the outcomes of policies aimed at increasing social inclusion (Scior, 2011;Zeilinger et al., 2020). The implementation of inclusive education depends on both structural and subjective factors (Booth & Ainscow, 2011;Van Mieghem et al., 2020;Woodcock et al., 2022). ...
While it has been established that inclusive education training enhances attitudes and self-efficacy, which are predictors of burnout, the specific relation between these constructs has not yet been investigated. In this study, the impact of an online training course was assessed using a pretest-intervention-posttest design. The interest constructs were assessed through online self-reported scales. Results show that self-efficacy mediates the relation between attitudes and the personal accomplishment dimension of burnout. The training improves attitudes, self-efficacy and personal accomplishment and decreases general burnout in pre-service teachers. The results are discussed in light of the need to develop efficient training for teachers in an inclusive framework.
... Erroneous assumptions can be changed through education and training. Studies that evaluated erroneous assumptions employed different, but comparable, terminology to refer to this construct, such as (negative) beliefs (Scior 2011), perceptions (Iezzoni et al. 2021), or stereotypes (Pelleboer-Gunnink et al. 2019). Erroneous assumptions is a construct distinct from attitudes, although it may overlap with the cognitive dimension of attitude (Rosenberg & Hovland 1960). ...
Background
Physicians' erroneous assumptions about individuals with intellectual disability (ID) negatively impact the quality of care provided to this population. This study aimed to investigate the psychometric properties of the Beliefs About Adults with ID (BAID), an instrument we developed for measuring physicians' erroneous assumptions about adults with ID.
Methods
Two hundred ninety‐two American physicians participated. Classical test theory and Rasch measurement theory were used to refine the scale (through item analysis, exploratory factor analysis, infit and outfit mean‐squares statistics, and differential item functioning) and investigate its psychometric properties (functioning of the response scale, reliability, and validity).
Results
The BAID provided a unidimensional, reliable, valid, and precise measure in assessing high levels of erroneous assumptions. It showed convergent and divergent validity with the different factors of a scale measuring attitudes towards ID. The BAID items were discriminant, non‐redundant, unambiguous, and invariant across gender and previous ID training. The BAID response scale was found to be appropriate for measuring physicians' erroneous assumptions about adults with ID.
Conclusions
BAID is a brief instrument with good psychometric properties to assess erroneous assumptions about adults with ID in physicians of different genders and who have/have not previously received ID training. Therefore, it might be helpful for research and medical education purposes.
... Позитивные настроения по отношению к людям с инвалидностью наблюдаются в странах с более развитой экономикой [5].Некоторые антропологические исследования пришли к выводу, что в сельской местности люди с инвалидностью часто являются неотъемлемой частью общин, внося свой вклад в соответствии со своими способностями [6].Другие ученые отмечают, что традиционные верования и заблуждения о причинах возникновения инвалидности могут привести к тому, что человек с инвалидностью , а часто и их семьи, будут рассматриваться с подозрением и подвергнутся остракизму со стороны своих сообществ [7]. Также, негативное отношение к людям с инвалидностью может зависеть от степени их инвализации и компетентности человека, чем больше они способны внести вклад в домашнее хозяйство, тем более благосклоннее их принимают в общинах [8]. ...
Высокий уровень стигматизации и ущемление основных прав и свобод людей с инвалидностью все еще остается реальностью во многих странах.
Интеграция и социализация людей, имеющих интеллектуальную инвалидность, зачастую оказывается еще ниже. Отрицательные последствия стигматизации влияют, как и на сам объект стигматизации, так и на окружающий его социум, что в свою очередь препятствует развитию толерантности по отношению к лицам с инвалидностью, мешая реализации их социальной реабилитации. В глобальном масштабе необходимо сделать еще больше, чтобы уменьшить стигму, связанную с интеллектуальной инвалидностью и содействовать их активному участию и регулярному социальному взаимодействию. Проблема инвалидности является актуальной не только самих людей с инвалидностью, их семей, но и обязанностью государства обеспечить им достойную жизнедеятельность. Ключевую роль в этом вопросе играют институты гражданского общества, с помощью которых необходимо изменить отношение и мировоззрение к людям с инвалидностью.
This study aims to investigate the attitudes of individuals without disabilities toward persons with visual impairments and the impact of personality traits on attitudes. A total of 814 adults, aged 18 to 80 years, participated in two surveys. A questionnaire was used to record the demographic and individual characteristics of the participants, along with the (a) Multidimensional Attitudes Scale Toward Persons with Disabilities (MAS) and (b) The Eysenck Personality Questionnaire-Revised Short Scale. The analyses revealed that (a) the frequency of contacts was a significant predictor of participants’ scores on cognition subscale, (b) the educational level was a significant predictor of participants’ scores on affect subscale, (c) the gender was a significant predictor of participants’ scores on cognition subscale, and (d) the age was a significant predictor of participants’ scores on affect and behavior subscales. Participants’ scores were higher when the frequency of contacts was higher, the age of participants was higher, and the educational level of participants was higher. Moreover, females exhibit more positive attitudes than males. Furthermore, individuals with greater neuroticism, like individuals with lower extraversion, appeared to have more negative attitudes toward persons with visual impairments.
Intellectually disabled individuals have long faced social exclusion, making them vulnerable to violence which was left unreported. Childrens with intellectual disabilities are twice as likely to have a higher risk of exploitation. The situation raises alarms on the need to accommodate their special needs in ensuring equal treatments in court proceedings. This paper examines the challenges faced by the victims in the justice system using normative research methods to analyze legal cases by reviewing and analyzing various aspects of written laws and doctrines to resolve the continuous violation. The results provide that when the cases did make their way to the court proceedings, just 9% of the victims were accompanied by a translator, whilst 18% did not get any assistance, and the 82% rest of the victims did not have any experts as their representation. When the cases were reported and reached the court, they were often treated with discrimination. Tackling that problem the current regulation precisely Law Number 8 of 2016 on Persons with Disabilities need to better ensure the protection of intellectually disabled children meanwhile the court needs to provide assistance such as interpreters and health care workers to assist the victims. The urgency of this research is to promote equality and ensure the intellectually disabled children as victims will receive their well-deserved justice.
W niniejszym artykule, po uwagach wstępnych, omówione zostało pojęcie osobowego spełnienia, a następnie podjęta została trudna i stale wzbudzająca duże zainteresowanie wśród badaczy problematyka relacji dzieci i młodzieży z ich rówieśnikami z niepełnosprawnością w środowisku szkolnym. W dalszej części – koncentrując się na centralnym zagadnieniu urzeczywistniania osobowego – ukazano uwarunkowania prowadzące do osobowego spełnienia człowieka na drodze kontaktu z „Innym” – słabym kondycyjnie człowiekiem. Całość rozważań zamyka krótkie podsumowanie. Człowiek jako osoba zobowiązany jest do urzeczywistniania siebie, do realizacji swojego człowieczeństwa, osiągnięcia swej pełni. Może to osiągnąć jedynie na drodze czynów moralnie dobrych. Bardzo ważne jest zatem kształtowanie już od najmłodszych lat właściwej postawy wobec drugiego człowieka, zwłaszcza słabego, chorego, dotkniętego cierpieniem. Celem artykułu jest ukazanie środowiska szkolnego jako miejsca urzeczywistniania osobowego dzieci i młodzieży na drodze relacji z osobami z niepełnosprawnością.
This study questioned whether knowledge of the employment situation of a person with an intellectual disability affected stigmatising attitudes towards that individual among a sample of 507 people who did not have intellectual disabilities. A hypothetical individual with a mild intellectual disability was described as either (i) in paid employment, or (ii) living entirely on state social security benefits. Sample members, none of whom were themselves intellectually disabled, unemployed, or living on social security benefits, completed a questionnaire concerning their attitudes towards the person. Many participants who were informed that a person with an intellectual disability worked for a living exhibited more positive attitudes towards the individual than participants advised that the person relied on welfare. The results suggest the existence of a “welfare slur” among some sample members. The level of an observer’s self-reported social status impacted on the favorability of certain attitudes.
Exploring attitudes towards people with intellectual disabilities may provide understanding on the acceptance of people with intellectual disabilities. While these attitudes have been explored globally, the United Arab Emirates is one context in which the attitudinal literature is limited. This study explored Emirati student attitudes toward people with intellectual disabilities with the Community Living Attitudes Scale – Intellectual Disability (CLAS-ID). Principle Components Analysis indicated that the CLAS-ID’s four factor structure did not fit our sample. Instead, a three-factor model fit best, which includes Empowerment, Inclusion and Assistance. Having an extended family member with a disability predicted endorsement for Empowerment and Inclusion and less endorsement for Assistance. Higher economic status also predicted more endorsement of Empowerment and Inclusion; females had higher endorsement of Inclusion attitudes. Some of our findings reflect those found in other countries but further research is needed to better understand attitudes important to the Emirati cultural milieu.
This link provides up to 50 free copies: https://www.tandfonline.com/eprint/U2GJTSF9TY2IBDIKPI7X/full?target=10.1080/1034912X.2025.2456290
Mixed methods research (MMR) can support enhanced understanding of complex educational issues, like the inclusion and support of individuals with disabilities in community and school settings. In this systematic review, we explored the extent to which MMR has been used in research exclusively focused on disability across special education (SPED), general education (GE), and disability studies in education (DSE; n = 115 studies). We examined research explicitly considering individuals with extensive support needs (ESNs) in this literature. We highlight the prevalence of MMR exploring topics relevant to individuals with ESN and features of this body of work, including (a) participants in these studies, (b) the presence of theoretical and/or conceptual framing for the research, (c) the goals/aims of the research studies, (d) the purposes for mixing, and (e) the data-generation methods used by the authors. We discuss patterns in the data that reflect differences across subfields, presumptions of competence, and ways ableism shapes research studies. Implications for research and practice to improve inclusive experiences for individuals with ESN are discussed.
This study focuses on Latino fathers and investigates the role that cultural concepts and fatherhood identity play in the stigma associated with having a child with a disability. Disability stigma is a widely held concept that acknowledges the role of culture; however, there is a lack of information on Latino fathers. Using a panel survey provider a US cross‐sectional survey was completed by 92 Latino fathers who had a child with a disability. Multiple regression was used to investigate the relationship of cultural Latino constructs (personalismo, machismo, caballerismo and respeto) and fatherhood identity on the stigma experiences of Latino fathers who have a child with a disability while controlling for the child's age and acculturation ( R ² = 0.43, p < 0.001). Latino fathers with higher levels of personalismo ( p = 0.05), and fatherhood identity ( p < 0.001) had lower levels of stigma. Latino fathers with high levels of machismo had high levels of stigma ( p < 0.001). There was no significant relationship between caballerismo and respeto towards stigma. Specific recommendations for Latino fathers include (1) the development of personalismo by focusing on the child–parent relationship; (2) a re‐frame of machismo to focus instead on caballerismo characteristics to de‐emphasize harmful effects on stigma experiences; and (3) heightening the identity as a father as a protective mechanism to strengthen resilience from stigma.
This chapter explores the social-psychological aspects of everyday interactions between neighbors with and without intellectual and developmental disabilities (IDD). It examines the challenges faced by individuals with IDD in social inclusion and discusses strategies to foster positive neighborly relationships. The chapter delves into theoretical frameworks underpinning social interactions, communication strategies, and methods for altering social perceptions. It emphasizes the importance of empathy, understanding, and proactive engagement in building inclusive communities. The impact of positive interactions on the psychological well-being of individuals with IDD is highlighted, along with the broader societal benefits of inclusion. The chapter also presents success stories of famous personalities with IDD who have overcome social inclusion challenges. By integrating research findings with practical strategies, the chapter provides a comprehensive guide for promoting social inclusion and enhancing the quality of life for individuals with IDD within communities.
Background
Attitudes towards intellectual disability play an important role in the social inclusion and well‐being of persons with intellectual disability. Few studies have examined attitudes of staff working in the specialised service industry, which may have an even greater impact. This study aimed to better understand these attitudes.
Methods
A sample of 157 direct support professionals and 38 managers working with persons with intellectual disability completed the Attitudes Toward Intellectual Disability Questionnaire (ATTID; Morin, Rivard, et al. (2013). Journal of Intellectual Disability Research , 57, 279–292). Attitudes were assessed along affective, cognitive, and behavioural dimensions.
Results
Results revealed generally positive attitudes in both groups, but more paternalistic attitudes among managers and less positive attitudes in the general population. Positive attitudes were associated with level of education, frequency and quality of contact, and knowledge about intellectual disabilities.
Conclusion
Workplace training programs addressing the aetiology of intellectual disability and interventions promoting self‐determination may help enhance staff attitudes towards intellectual disability.
Background
Individuals with intellectual disabilities experience barriers to quality healthcare. To reduce this disparity, equipping medical trainees with the knowledge and skills required for treating this patient population is critical. Our aim is to describe the breadth of instructional interventions and identify gaps in intellectual disability medical education curricula.
Method
Using scoping review methods, the intellectual disability programmes described in 27 articles were evaluated and their coverage of the six core competencies on disability for health care education was examined.
Results
The most frequently represented core competencies were disability conceptual frameworks, professionalism and communication, and clinical assessment, which were, in most programmes, fulfilled by activities involving individuals with intellectual disabilities. Uneven competency coverage warrants consideration.
Conclusions
Considerable variabilities exist in medical school curricula on intellectual disabilities. Using core competencies on disability for health care education for curricular design and evaluation would provide a coherent training experience in this important area.
본 연구는 발달장애 청소년을 대상으로 사회성 및 성적 발달을 위한 집단 프로그램을 개발하고 이를 발달장애 청소년에게 시행하여 프로그램의 적용 가능성을 평가하는 것에 목적이 있다. 연구 방법으로는 문헌 조사를바탕으로 인지행동치료 기반의 10회기 프로그램을 구성하였으며, 발달장애 청소년 자녀를 둔 부모 2인과 발달장애인의 성문제 영역에서의 전문가 2인의 자문을 통해 프로그램의 타당성을 확인하였다. 프로그램은 청소년기의 몸과 마음의 변화를 이해하는 것과 사회적 경계를 인식하며 친밀감을 적절한 방식으로 표현하는 방법을 배우는 것을 목적으로 하였으며, 프로그램의 주요 내용은 자기 이해(자아정체감, 감정 및 욕구, 정서조절, 사춘기의 몸과 마음의 변화)와 사회적 관계의 이해(대인 간 거리 인식, 적절한 경계 설정, 바람직한 사회적 및 성적행동)로 구성되었다. 본 연구에서는 경도 지적장애 또는 경계선 지능을 가진 만 11~17세의 청소년 5명을 대상으로 프로그램을 시행하여 프로그램의 적합성 및 유용성을 확인하였다. 사회⋅성 지식 및 태도에 대한 개별 면담 결과, 참여자들은 사전 시점에 비해 사춘기의 신체 변화를 자연스럽게 인식하였으며 성에 대한 관심과 욕구를 표현하는 과정에서 사회적 경계를 지켜야 할 필요성을 보고하는 등 긍정적인 변화가 관찰되었다. 연구 결과를 바탕으로 발달장애 청소년의 사회성 및 성적 발달을 위한 효과적인 개입에 대한 시사점을 논하였다.
The paper targets the issue of mental health stigma in Malta
Despite abundant literature on personality and stigma, the role of disability type in this relationship has remained unaddressed. In the current study, we examined whether the relationship between observers' openness to experience and agreeableness on the one hand, and social distance on the other, was moderated by the target person's type of disability (psychiatric vs. physical). One hundred thirty-nine participants were randomly assigned to complete a social distance questionnaire referring to a vignette of a person in three conditions (physical disability, psychiatric disability, and control). A main effect of openness on social distance was found. Additionally, we found an interaction effect of agreeableness and the type of disability. Namely, the relationship between agreeableness and social distance was significant only in the physical disability condition but not in the other two conditions. To conclude, the current study emphasizes the role of personality traits in social distance toward individuals with disabilities.
We present findings from our study, which examined whether ability to identify Down syndrome and autism was linked to participants’ willingness to maintain social contact with individuals with the respective conditions. Additionally, we explored whether viewers and non-viewers of Parenthood and Glee, television shows featuring a character with autism and Down syndrome respectively, differed in their awareness, beliefs regarding causes and interventions, and desire to maintain social proximity with individuals with these conditions. Participants completed an online survey, which included vignettes based on Max, the character with autism from Parenthood and Becky, the character with Down syndrome from Glee as well as the adapted Intellectual Disabilities Literacy Scale. Based on 300 responses, key differences were noted in the hypothesized direction on the assessed variables (symptom recognition, causal beliefs, and treatment beliefs) between Parenthood and Glee viewers and non-viewers. Findings are discussed in the context of practical implications and methodological limitations.
Introduction
The negative consequences of stigma for the wellbeing of people with disabilities have raised public and global health concerns. This study assessed the impact of an e-intervention to reduce intellectual disability (ID) stigma among Nigerian and Kenyan internet-users.
Method
Participants aged 18+ and citizens of Nigeria and Kenya were recruited through online advertising. Qualtrics, a web survey platform, randomly assigned (1:1) participants to watch either a short experimental or control film, while masked to their assignment. The experimental film featured education about ID and indirect contact. The control film was on an unrelated topic. Their attitudes were measured on three dimensions (affect, cognitions and behaviour) at three time points (baseline, post intervention and one-month follow-up). Between October 2016 and April 2017, 933 participants were randomised, 469 to the experimental condition and 464 to the control condition. Of these, 827 (89%) provided pre-and post-intervention data but only 287 (31%) were retained at follow-up.
Results
An intent-to-treat analysis revealed that participants in the experimental but not the control condition showed a positive shift in their attitudes towards people with ID over time. Their willingness to interact with people with ID increased post-intervention.
Discussion
A brief intervention that integrates education and indirect contact can make an effective contribution to efforts to reduce stigma faced by people with ID in Africa. Trial registered with the ISRCTN trial registry (number ISRCTN92574712).
Background. Knowledge about how disability professionals understand ableism may provide insight into the production of inequalities. The aim of this study was to examine how disability professionals understand ableism.
Methods. We asked 347 disability professionals, all of whom worked with people with intellectual and developmental disabilities, among other populations, to define ableism and then analyzed those definitions using content analysis.
Results. The themes about how participants understood ableism were: discrimination; differential treatment; individualization; norms and othering; ableist language; microaggressions; and systems and environments. It was also not uncommon for participants to say ableist things, and express misconceptions in their definitions. This included these themes: avoiding disability; using ableist language; framing disability as in/ability; centering people without disabilities; ignoring invisible disabilities; believing only people without disabilities have bias; and believing ableism does not exist.
Conclusions. Knowing disability professionals’ understandings of ableism is necessary to intervene biased attitudes and reduce ableism.
In the literature on children’s interpersonal and intergroup relations, it is inappropriate to say a child is ‘racist’ even in the evidence of the White child refusing to sit near a Black peer in class, or vice versa, or allying with friends to bully that same peer at school. In such cases, this child’s behavior has been referred to as out-group prejudice. Racial prejudice is bound to develop into any of the multiple types of extremism. This paper explores the similarities between the adult extremist mindset and children’s prejudice. We present the conceptual constituents of both the extremist mindset and prejudice, then discuss the convergences between the two; we later present the convergences in the determinants of both extremism and prejudice. The exploration of such convergences allows us to posit that prejudice in childhood may be a marker for extremism in adulthood. The recommendation is therefore to incite researchers to look more into the prejudiced mindset in childhood as a potential marker of the adult extremist mindset, and intervention policy makers to look into factors that buffer the further development of children’s prejudiced mindset into extremist polarized views about the world.
Keywords: children’s prejudice; extremist mindset; racism; ethnocentrism; social identity theory; in-group favoritism; out-group bias.
In addition to pervasive negative social attitudes toward people with disabilities, research has also shown that a hierarchical order of social acceptance of disabilities exists. Within this hierarchical order of social desirability, mental retardation and mental illness have consistently been identified as the least accepted disabilities in social relationships, resulting in greater social distance and resulting in few friendship opportunities. This study examined the socially defined hierarchical order of disabilities and the impact of gender, education and current friendships on perceived knowledge and desired social distance from persons with mental retardation and mental illness. Implications for counselors working with clients with these disorders are discussed.
The Strathcona Theatre Company is made up of professional actors with a learning disability and two directors. As part of the teaching course in the Department of Psychiatry of Disability at St George's Hospital Medical School, the medical students participate in a workshop given by the Company, near the beginning of their attachment in psychiatry. During the two-hour workshop the students are taught a variety of ‘ice breaking’ games and mimes by members of the Company. This means that early on in the course, students have face to face contact with adults with a learning disability, and furthermore see them in a socially valued role as teachers and leaders. The students usually find the workshop enjoyable, and give positive feedback although they were unsure how successful the workshop was in changing medical students' attitudes towards people with learning disability. We report an evaluation of students' attitudes before and after the workshop, and show statistically significant changes in attitudes towards people with a learning disability.
I am not the author of this Atlas but a respondent from Iran and the final reviewer of the book. I was invited to participate in this project in early 2006. The Atlas aimed to map resources and services for people with intellectual disabilities in all member and associate countries of WHO.
This study examined the willingness of persons without disabilities (PWODs) to engage in personal relationships with persons with disabilities (PWDs). Participants (N = 305) were primarily female Hispanic students (91%) preparing for careers in the helping professions. The Relationships and Disability Survey assessed the effect of the category and severity of disability on the type of relationships students were willing to have with PWDs. Students also ranked personal attributes of PWDs that might affect their willingness to engage in relationships. Results indicated that students were significantly more willing to have friendships and acquaintanceships with persons with mild to moderate disabilities and persons with sensory, health, and physical impairments. Students were least willing to marry or have a partnership with a PWD, especially if the PWD had cognitive and psychiatric impairments. Personal attributes of intelligence, kindness, and humor were rated most highly.
Aims and method
Tackling discrimination, stigma and inequalities in mental health is a major UK government objective yet people with intellectual disabilities continue to suffer serious stigma and discrimination. The project aimed to determine the effect of viewing a picture of a person with intellectual disability on stigmatised attitudes. The 20-point Attitude to Mental Illness Questionnaire (AMIQ) was used and a representative panel of members of the general public were randomised to complete the questionnaire either with (experimental) or without (control) looking at a picture of a man with Down syndrome. Six months later the same experiment was performed with the groups crossed over.
Results
Results were received for 360 participants (response rate 87–93%). The sequence (control or experimental) had no significant effect on the outcome. The mean AMIQ score in the control groups was 1.56 (s.d. = 2.85, s.e. = 0.21, n =186) and in the experiment group (after looking at the pictures) was 2.43 (s.d. = 2.59, s.e. = 0.12, n = 174; median difference 1, P = 0.0016 Mann-Whitney U -test; effect size 0.23).
Clinical implications
Looking at a picture of a man with Down syndrome significantly reduces reported stigmatised attitudes.
AIMS AND METHOD
One of the steps to change stigmatised attitudes involves identifying the concerns of people whose attitude is to be changed. This paper presents the Attitudes to Mental Illness Questionnaire (AMIQ), a short instrument aimed at systematically obtaining this information, and examines the feasibility, test–retest reliability as well as face and construct validity of the AMIQ on the UK general public. A postal survey of a random sample of 1079 adults was conducted. A self-reported questionnaire with 5-point Likert scale responses was validated in response to short fictional vignettes. A second subsample of 256 was used for a reliability test.
RESULTS
The AMIQ is a short instrument with good psychometric properties. It shows good stability, test–retest reliability, alternative test reliability, face, construct and criterion validity. The self-selecting sample of 1079 UK adults showed highly stigmatised attitudes to people with addictive disorders but more positive attitudes to those with depression or self-harm. Results from a smaller follow-up sample showed that attitudes towards people with alcohol dependence and schizophrenia were intermediate.
CLINICAL IMPLICATIONS
The AMIQ can be used in various medical and mental health stigma research and intervention settings.
Attitudes in Australia toward people with intellectual disabilities were investigated among students, disability services professionals, and the general population. Three previously validated questionnaires and a measure of respondent self-reported “social desirability” were used. Students and disability services professionals exhibited similar attitudes, with both groups reporting significantly more positive attitudes than members of the general population. More positive attitudes were evident among younger people, people with higher educational attainment, and individuals with a prior knowledge of or regular contact with people with intellectual disabilities. These respondents were less likely to support the principles of eugenics and more likely to support the paradigm of community inclusion. The authors make recommendations concerning the development of policies and strategies to foster the acceptance and inclusion of adults with intellectual disabilities in the wider community. Further studies that include the use of qualitative techniques and target people in the general population are recommended.
The paper reviews research exploring the degree of community integration of people with learning disabilities. In the majority of studies reviewed 'integration' is measured in terms of the activities undertaken within the community and/or the character of personal and social relationships. Although in much of the work the focus on these indicators of outcome is informed by the value assumptions embodied in the principle of normalisation, the paper begins by drawing attention to the potentially contested nature of these assumptions. This is followed by a description and a critique of studies of community integration. The picture which emerges is of the apparently continued gap between being physically within and socially a part of the community. The paper highlights some of the issues this raises for service provision and draws attention to issues of research practice.
The purpose of the present research was to formulate 2 causal models based on data from 2 previously published studies of attitudes towards persons with intellectual disabilities, and to examine and verify the models. An analysis of covariance structure was used to analyze the causal relations among the factors extracted from the 2 studies. Regarding attitudes towards persons with intellectual disabilities, "integration into the community," "participation in the community," and "affirmation of ability" through "ideal goodwill" have an impact on people's "practical goodwill." Positive attitudes related to "integration into the community," "participation in the community," and "affirmation of ability" heighten the level of "ideal goodwill" towards persons with intellectual disabilities. It is suggested that elevated "ideal goodwill" affects the amount of "practical goodwill," including the desire to participate in volunteer activities for the sake of persons with intellectual disabilities and to lend them a helping hand in time of need.
The purpose of the present study was to investigate attitudes toward people with mental retardation, and the relation of these attitudes to contact, gender, and knowledge. Subjects were 136 high school students, 172 junior college and university students, and 161 post-university-age adults. There were approximately the same number of male and female subjects. The subjects were asked to answer a 40-item questionnaire concerning mental retardation, in which items were to be rated on a 5-point Likert-type scale. Five scales of attitudes toward people with mental retardation were developed based on the result of a multidimensional analysis. They were "practical goodwill", "affirmation of ability", "integration in the classroom", "integration in the community", and "ideal goodwill". The results were as follows: (1) Having had contact with people with mental retardation was found to be related to high positive attitudes on the "practical goodwill" and "integration in the community" scales. But no significant relation was found between contact and attitudes on the other three scales. (2) Females held more favorable attitudes toward people with mental retardation than did males on all the attitude scales. (3) A positive relation was found between accurate knowledge of the etiology of mental retardation, and attitudes toward people with mental retardation on the scales of "practical goodwill", "integration in the classroom", and "integration in the community".
An investigation of attitudes to mental handicap in urban and rural Yorkshire (Sinson, 1985) indicated there was a marked difference in attitudes between the urban and rural communities. In the light of the results of this study a national research project was mounted to see if these results would be replicated in geographically disparate urban and rural areas
Parents of pupils who were attending schools in a medium-size city in Japan were surveyed (n = 2381). Perceptions and attitudes towards people with intellectual disability were investigated. The prevalence of people with intellectual disability in the population guessed by respondents was very small (median = 5/1000). Almost half the respondents believed the prevalence rate of persons with intellectual disability in their own future family would be lower than that in the general population. Perceptions most strongly associated with attitudes were the estimated proportion of hereditary cause, and the possibility of having a person with intellectual disability in one's future family. Some important incorrect perceptions were based on wrong information and may be amenable to change by teaching.
Full community integration includes normal socio-sexual development and expression. However, opportunities to experience healthy sexual development and expression are commonly limited for adults with mental retardation. This study evaluated attitudinal discrepancies among non-disabled community members (i.e., residential staff and individuals in early and late adulthood) regarding the acceptability of socio-sexual expression for persons with and without mental retardation. Results suggest that, across community groups, discrepancies between adults with and without mental retardation primarily concern attitudes toward marriage and parenthood. Relative to residential staff and those in early adulthood, individuals in late adulthood were more conservative in their attitudes toward socio-sexual behavior regardless of disability status. Different sexual expression standards for persons with and without mental retardation underscore the need for advocacy and effective community integration strategies. © Division on mental Retardation and Developmental Disabilities.
Respondents' experiences most frequently reported in open-ended descriptions of their forming perceptions of persons with intellectual disability were 'passive' experiences, such as coming across them as a stranger in one's town. These were generally not associated with positive attitudes. Formation of positive attitudes mainly derived from experiences such as having a person with intellectual disability in the family, or knowing someone who has a family member with intellectual disability. Another experience associated with positive attitudes was having awareness that anyone could have a person with intellectual disability in his/her family. An unpleasant experience with a person with intellectual disability, especially in childhood, was strongly associated with negative attitudes. Interestingly, most respondents (even those who were in the bottom quartile of attitude scores) believed that they had a more tolerant attitude to disability than the average person.
Parents of pupils who were attending elementary schools in a typical medium-size city of Japan were surveyed. Respondents who had a close friend who has a person with intellectual disability (ID) as a family member or who had experience of voluntary work or job-related contact showed clear favorable attitudes. However, they differed greatly from respondents who have a person with ID in the family in their ideas of independent life of people with ID. Respondents who have a relative with ID did not show as favorable attitudes as expected, and showed only a small degree of concern for ID problems. Question-items were examined individually to determine external validity for an attitude test, using the criterion of the family variable results.
Eleven elementary schools were selected randomly from, a typical medium sized city of Japan. Parents of pupils who were attending the schools were surveyed. A small proportion of agreement with, "The reality of lives of persons with intellectual disability (ID) should be told more widely to the public" was interpreted as a typical Japanese response. Agreement with accountability for care for persons with ID is on the side of the family was unexpectedly high. Persons with ID's "having a normal life in a community" did not get much agreement. This indicates that the idea of normalization is not necessarily well rooted in Japan. Results were compared with results of two studies conducted about 40 and 20 years ago in Japan, indicating that attitude toward persons with ID has improved greatly over the years. Results were also compared with results of three studies performed in the US.
A prototype is an ongoing, cognitive representation of common attributes and distinct characteristics that define an object or person. This mixed-method study applies the robust concept of prototype to examine perceptions of disability groups. Core, secondary, and tertiary prototype characteristics are described for six disabilities: schizophrenia, mental retardation, attention-deficit/hyperactivity disorder, spinal cord injury, visual impairment, and hearing impairment. Similarities and differences among disability group prototypes are identified. The potential relationship between prototypes, attitudes, and subsequent judgment biases is explored. Examining prototypes might be an effective method for indirectly measuring attitudes toward disability groups. Implications for rehabilitation counseling practice and education are discussed.
The integration of people with intellectual disability and mental health difficulty in the community is an issue in Hong Kong because it has encountered public resistance. Understanding the public’s discrimination against them is of theoretical and practical concern. This survey of 822 residents in Hong Kong examined associations of the public’s personal interaction, education, age and sex with its discriminatory attitudes.
Factors associated with children's attitudes towards persons with physical and intellectual disabilities were examined in a meta-analysis spanning the years 1990 to 2000. A total of 20 studies met the inclusion criteria allowing for 65 comparisons across 2,240 participants. Factors of interest were attitudinal components, type of disability, age and gender of respondents, and role of inclusion. The majority of research findings revealed that children preferred target children without disabilities compared to targets with physical or intellectual disabilities. Three methods for calculating average effect sizes were used: (a) unweighted means, (b) weighted means, and (c) vote counting. It was concluded that biases in attitudes do exist but that summary results need to be interpreted with regard to individual study differences and the methods used to calculate mean effect sizes.
In 2001, the UK Government identified the widespread neglect of the needs of people with learning disabilities from Black and minority ethnic communities. In this qualitative study informal interviews were held with 30 family carers of adults with learning disabilities from Black and minority ethnic communities. Their views were sought regarding services received and services needed, and cultural or communication barriers faced in accessing appropriate services. The study showed that although carers were largely satisfied with services actually received, service provision was highly inadequate and ineffective. Even very elderly and ill carers and those caring for people with severe disabilities received little support. Social worker support was negligible, and future planning rare. It is clear that the needs of carers from Black and minority ethnic communities are not being met. The situation would be considerably eased by adequate social worker support. Stereotypes of supportive family networks, (especially regarding south Asian families) proved to be unfounded.
This study measures and compares the attitudes of students studying different subjects to the inclusion of people with mental retardation and mental illness in the community. The Community Living Attitude Scale (comprising the four subscales of Empowerment, Exclusion, Sheltering, and Similarity) was administered to a random sample of 149 Israeli college freshmen and women (social work: n = 43: law: n = 24; natural science: n = 42; and social science: n = 40). Overall, the students endorse Empowerment and perceive the Similarity of persons with disabilities to themselves more than they agree with the Exclusion attitude of segregating persons with disabilities from community life. Social work students showed more positive inclusion attitudes to people with disabilities than other students. Students were more likely to endorse Exclusion for people with mental illness than for people with mental retardation.
Contact has long been the major vehicle for changing beliefs and perceptions of minority groups. However, few studies in the area of integration of people with mental retardation have examined underlying assumptions of contact situations. Contact between volunteers and people with mental retardation at a Special Olympics' state games was examined within a theoretical framework wherein mental retardation was viewed as social construct and contact conceptualized within five components of contact theory. Theoretical and empirical study indicated that instances of negative effect limit the extent of change in perceptions the general public hold of people with mental retardation. However, contact, as compared to no contact, does contribute to positive changes in perceptions.
The relationship between attitudes and behavior has been the topic of considerable debate. This article reports a meta-analysis of 88 attitude-behavior studies that reveals that attitudes significantly and substantially predict future behavior (mean r = .38; combined p <<. 000000000001). Relatively large and significant moderating effects were found for the attitudinal variables of attitude certainty, stability, accessibility, affective-cognitive consistency, and direct experience (mean q = .39). A smaller but significant moderating effect was found for self-monitoring (mean q = .29). Methodological factors associated with high attitude-behavior correlations included self-report measures of behavior (q =. 22), the use of nonstudents as subjects (q =. 17), and corresponding levels of specificity in the attitude and behavior measures (mean q = .47). The practical magnitude of attitude-behavior correlations is considered, as are the future directions of attitude-behavior research.
Over 160 adults attending day workshops for people with mental handicap were interviewed regarding the persons they had talked to in the community and who was usually with them on these occasions. The number of community contacts was heartening, with most occurring around the neighbourhood, fewer in the city, and least of all at home. However, there were only three groups of people with whom the majority of respondents had recent contact – local shopkeepers, bus conductors, and chemists. In general, community contacts were rarely in the company of friends – cinema‐going was the only exception. Usually they were with their family, or alone.
Results from surveys of this type can help to establish the effectiveness of our social education programmes, can challenge parental assumptions about their son or daughter's abilities, and can identify groups within the community who would best benefit from guidance on how to interact with a person who is mentally handicapped.
Recent studies reveal significant differences in the attitudes held by people of various ethnic groups toward people with disabilities. We surveyed university students and community members on a scale of desired social distance from people with disabilities. Study 1 revealed that Asian-American participants were more likely to stigmatize and less likely to differentiate between individuals with physical and mental illness than were their African-American, Latin-American or European-American counterparts. Study 2 compared U.S. born with Asian born Asian-Americans and found that nativity was a useful predictor of attitudes toward people with disabilities. Asian born participants were more likely to stigmatize disabilities overall (except mental illness and old age) than U.S. born participants presumably because of the level of assimilation. These cultural differences may have health care and psychosocial implications for those who are disabled and for health care providers.
The authors tested the hypothesis that high scorers on the EPQ extraversion scale express more tolerant and humanitarian attitudes towards marginal social groups whereas the high scorers on psychoticism take a more repressive position. The data collected among 249 Polish subjects by means of Eysenck and Eysenck's (Manual of the Eysenck Personality Questionnaire, 1975) EPQ questionnaire and the scale measuring attitudes towards different marginal groups confirmed the assumption. The results are discussed in reference to the role of personality of people responsible for social policy in terms of support or repression aimed at various marginal groups.
There is much rhetoric around the damaging effect of certain labels applied to people with learning difficulties. This empirical study investigated the effect of three different labels in current usage on public perceptions of the groups so labelled. The labels contrasted were ‘mentally subnormal’, ‘mentally handicapped’ and ‘people with learning difficulties’. Three independent groups of subjects were presented with an attitude questionnaire. This included a semantic differential scale to ascertain a stereotype of the labelled group, a social distance scale, and a series of questions to tap attitudes regarding people's abilities and rights. Each group was questioned with reference to one of the three labels only. A total of 111 subjects took part. The main findings supported the view that the term ‘learning difficulties’ is associated with more positive attitudes than either of the other labels which do not significantly differ from each other. However there was also evidence that people labelled as having ‘learning difficulties’ were thought to be less deserving of special provision. The implications of these findings are discussed in relation to present and future uses of labels.
Previous research on attitudes toward mental disabilities has shown a consistent, positive effect when accurate information re- garding mental disabilities (i.e., education) is made available. Con- versely, the effects of labelling and sex differences produced in- consistent results. This study approaches such attitudes in terms of the "cognitive miser" conception of schema use and examines whether changing labels applied to disabilities aiters attitudes to- ward an individual with a disability We examined the attitudes held by 168 university/college students employing a tesr-rrear- ment-retest design. The pretest involved compieting the Mental Retardation Attitude Inventory-Revised (MRAI-R). Then panici- pans read an educational vignette emphasizing the skills and daily activities of a person with a mental disability either mental retar- dation (MR) or attention deficit disorder (ADD). In approximately half the cases a novel label for the mental disability was presented. The retest again employed the MRAI-R, modified to reflect the novel label where necessary Two 2 x2 x 2 split plot ANOVA y/ith factors sex of subject (male vs. female), label change (yes vs. no;, and education (pretest vs. posttest) were used. Resuits showed main effects for sex and education, but the effects of label change and all interactions were nonsignificant. Results indicated that, for both disabilities, females tend to hold more positive attitudes and that education about disabilities can improve attitudes re- gardless of whether a new or old label is applied to the disability
Variables influencing the attitude of 678 teachers and 647 parents of students without disabilities toward the inclusion of students with mental retardation (MR) in ordinary classes were investigated. The attitude was measured via an adhoc questionnaire on the different aspects of inclusion. The results indicated that special education teachers were the most favorable, that school teachers with inclusion experience had a more positive attitude and, compared with teachers without such experience, were not negatively affected by age and years of service. Among parents, the most favorable were those whose children had had students with MR in their classes. It further emerged that parents with average-to-high socio-economic status and mothers were more in favor, whereas high school teachers and teachers older than 40 were less favorable and advocated greater training. The importance of experience, information, and adequate training to prevent and resolve inclusion problems is underlined.
The 1987 attitudes of male and female high school students toward individuals with mental retardation were compared with attitudes from 1998. Results obtained from a multidimensional inventory indicate that positive shifts in attitude were small, occurred slowly and were related to specific dimensions of attitudes. In both years, female respondents indicated more positive attitudes toward being in close physical and social proximity to individuals with mental retardation and indicated less agreement with derogatory beliefs/statements about those individuals. Male responses over the 11 years indicated an increase in positive attitudes toward integration issues and slightly less agreement with the civil rights issues. Ramifications for curriculum reform are addressed within the context of these gender differences. © Division on Mental Retardation and Developmental Disabilities.
The sociosexual attitudes of 31 adults with developmental disabilities, 15 with austistic disorder and 16 with mental retardation, were measured by means of a structured interview. These attitudes were compared to the attitudes of 25 nonmatched Canadian undergraduates and to a matched sample of 28 Americans, students as well as not students, of approximately the same sex and age. In addition to examining differences between the four groups, it was of interest to see whether attitudes of participants with disabilities would correspond to attitudes of previous cohorts, as reported in earlier research. Results showed that most of the differences between the four groups were contributed by the individuals with mental retardation. They endorsed significantly fewer than 50% of the sexual activities with which they were presented. Activities indíviduals with developmental disabilities disapproved of, namely masturbation and homosexuality, were also disapproved by people with disabilities in earlier studies. Results are discussed for their relevance to sex education and developmental disabilities.
This paper examined the relationship between level of authoritarian personality on the attitudes of students toward the sexuality of persons with mental retardation (MR) and of persons with paraplegia. One hundred and thirty five students filled out two questionnaires which measured their attitudes toward the sexuality of the two populations, and the California F scale which measured authoritarianism. The results indicated that the attitudes toward persons with MR were more negative than for persons with paraplegia. Furthermore, students high on authoritarianism had significantly more negative attitudes toward the sexuality of both persons with MR and those with paraplegia than students low on authoritarianism, Although there were differences in the attitudes toward the sexuality of the persons with MR and persons with paraplegia, attitudes toward persons with disabilities in general are still essentially negative.
Eighty-five Canadian men and women ranging in age from 19 to 74 yrs participated in a study of the relationship between personal characteristics and attitudes toward the application of eugenics to the treatment of people with intellectual disabilities. The personal characteristics included gender, age, self-esteem, locus of control, level of education, level of sophistication, and trait-anxiety. Results of a multiple regression analysis indicated that eugenic attitudes were primarily found in men of limited education, who had elevated trait-anxiety, and who believed that they were personally in control, yet also claimed that life is a random series of events controlled by chance or fate.
A semiprojective measure, the Family Relations Test, was used to assess emotional reactions to individuals with mild and severe mental retardation and physical disabilities. A nonproportionate stratified sample of 360 adults was selected with special attention given to the effects of country of origin in Israel. The effects of social class, sex, and religiosity were also studied. Individuals with a physical disability were liked the best, those with mild mental retardation next, and those with severe mental retardation the least. Neither country of origin, social class, sex, or religiosity significantly affected any of the 9 scales. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined Tanzanian cultural attitudes toward persons with disabilities and how these attitudes affected the provision and use of education and services for the disabled. Interviews with 44 tribal elders and observations carried out in 2 schools showed that the communities were not involved in the establishment and running of the schools. The interviews and proverbs surveyed from local literature show that the characteristics of most major disabilities were clearly known, and the general attitudes toward their disabled children were positive. It is argued that the success of special education and any other form of rehabilitation depends on a thorough assessment of the community's folk belief system, customs, and values; capitalizing on progressive elements within the culture; and instilling a sense of participation in the community. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
REVIEWS A TEST DESIGNED TO MEASURE PEOPLE'S ATTITUDES TOWARD THE DISABLED. ITEMS IN THE ATTITUDES TOWARD DISABLED PERSONS SCALE ARE TABULATED AND SCORED ACCORDING TO SS' AGE, SEX, NATIONALITY, EDUCATION, SOCIOECONOMIC AND MARITAL STATUS, AND THEN CORRELATED WITH VARIOUS PERSONALITY FACTORS AND MOTIVATION. RESULTS ARE EXTENSIVELY SUMMARIZED. (12 P. REF.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes the development, psychometric characteristics, and factorial structure of the Scale of Attitudes Toward Disabled Persons (SADP) as a contemporary, brief, easily administered and scored, and psychometrically sound instrument. 28 male and 197 female 17–53 yr olds were administered the SADP and the Attitudes Toward Disabled Persons Scale, Form O, to obtain data for item, scale, and factor analyses of the SADP. It is concluded that the reliability, validity, and subscale structure of the SADP support its usefulness to researchers and practitioners in rehabilitation and related fields. (34 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)