Effects of short-term awareness interventions on children's attitudes toward peers with a disability

Reverse Integration in Wheelchair Basketball—A Mixed-Method Spanish Stakeholders’ Perspective

In Spain, wheelchair basketball competition is well developed and structured; however, reverse integration is not allowed. This study aimed to describe and synthesize the perceptions of Spanish wheelchair stakeholders (players, coaches, referees, and club managers). A mixed-method approach was used, utilizing an ad hoc survey questionnaire (n = 49) and three focus groups (n = 12). Quantitative and qualitative data were interpreted using a triangulation strategy, meaning that both sources of data were combined and analyzed. From the thematic content analysis, two main themes and several subthemes emerged: social context (audience attraction and economic impact, utility and logistics, and promoting inclusion) and sport context (grassroots and elite level). Some reservations at elite level were also reported. From the perspective of the stakeholders explored in this study, reverse integration appears to be well suited for implementation within the Spanish wheelchair basketball framework at all levels.

Exploring Future Research in Adapted Physical Education

Quality physical education can play a critical role in helping students become more active, physically literate, and develop the skills and interests to remain physically active throughout their lives. The healthy, physically active student is more likely to be academically motivated, alert, and successful in school. Unfortunately, findings from multiple studies interviewing students with disabilities suggest that students with disabilities are often less active and feel more socially separated from the class compared to their classmates without disabilities in general physical education. Clearly, more research is needed to identify best practices or strategies for creating a positive learning environment in physical education for all students. This paper examines future research considerations based on what we currently know about the physical education experiences and concerns of students with disabilities as well as concerns voiced by general physical educators. Considerations include: (1) What evidence do we have and what evidence do we need to show students with 3 disabilities are receiving appropriate physical education whether included or in a separate setting? (2) What evidence do we have and what evidence do we need to show that physical educators are properly trained and qualified to provide physical education to students with disabilities? (3) What evidence do we have and what evidence do we need to show that particular curricular and teaching models are effective when including students with disabilities in general physical education and when working in small groups or one-on-one? (4) What evidence do we have and what evidence do we need to show that students with disabilities are socially part of the class and not simply physically present.

Fidelity Criteria Development: Aligning Paralympic School Day With Contact Theory

The purpose of this study was to address contact theory as the theoretical basis of the Paralympic School Day (PSD) disability awareness program using a newly created fidelity of implementation instrument (fidelity criteria) to measure a single construct (contact theory), seeking to control and explain the manner in which PSD satisfied the four components of contact theory. Participants were 145 sixth-grade students who took part in PSD. Results determined that the PSD intervention supported the four theoretical components of contact theory, with statistically significant differences in student responses across all four indicators (p < .001). In addition, results determined that the fidelity criteria had strong test-retest reliability with internal consistency that was strong across time points (r = .829; p < .001). Results also determined that the four indicators of the instrument measured a single construct (one indicator significant at the p ≤ .01 level and three indicators significant at the p ≤ .001 level), thus, determining strong construct validity.

Adolescents' attitudes toward wheelchair users: a provincial survey

The study aims were to examine (i) adolescents' attitudes towards family members who use a wheelchair in relation to other health problems and conditions, and (ii) the association between perceived wheelchair stigma and socio-demographic factors. Data were based on surveys from 2790 seventh to 12th grade students derived from the 2007 cycle of the Ontario Student Drug Use and Health Survey. Stigmatized attitudes towards a family member who required the use of a wheelchair (5.5%) were lower than those attitudes towards a family member who was addicted to drugs (68.3%), alcohol (54.9%), or gambling (53.7%), or who had mental illness (25.9%), and similar to those attitudes for a family member with asthma (2.2%). Grade level was the only significant negative correlate of the perceived wheelchair stigma. The perceived wheelchair stigma among the adolescents may not be a significant barrier towards community integration for wheelchair users.

'Just like you': a disability awareness programme for children that enhanced knowledge, attitudes and acceptance: pilot study findings

PURPOSE

Participation of people with disabilities is influenced by environmental and contextual factors. Disability awareness programmes aim to increase knowledge and acceptance of disability. This study evaluated a disability awareness programme for students aged 9-11 in Australia.

METHOD

Pre-post questionnaires and focus groups evaluated the programme. The intervention took a cognitive-behavioural approach including a person with a disability co-presenting. Students (n = 147) participated in two sessions of discussions, written activities, demonstrations and disability simulation activities.

RESULTS

Significant improvements (p < 0.001) in knowledge, attitudes and acceptance of disability were evident immediately following the intervention. Focus group analyses further demonstrated these findings.

CONCLUSIONS

A brief disability awareness programme for children improved knowledge, attitudes and acceptance of disability in the short-term. Further research is required to identify the potential impact of such programmes on inclusion and social participation of people with disabilities both inside and outside of the school setting.