Promoting positive attitudes toward people with Down syndrome: The benefit of school inclusion programs

David Sirlopú, Roberto González*, Gerd Bohner, Frank Siebler, Gabriela Ordóñez, Andres Millar, David Torres, Pablo De Tezanos-Pinto

*Autor correspondiente de este trabajo

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

29 Citas (Scopus)

Resumen

The effects of school inclusion programs on male and female nondisabled students' stereotypes and attitudes toward people with Down syndrome were studied. Nondisabled students (11-15 years of age) from schools with and without inclusion programs reported positive and negative attitudes toward people with Down syndrome. As hypothesized, girls and students attending schools with inclusion programs showed more favorable attitudes toward people with Down syndrome than did boys and students attending schools without inclusion programs, respectively. Interaction effects of school system and sex of participant suggest that boys' attitudes, in particular, benefit from inclusive schooling. The study provides evidence for the effectiveness of inclusion programs in ameliorating prejudice and intergroup anxiety; and in promoting positive attitudes, affect, and trust.

Idioma originalInglés
Páginas (desde-hasta)2710-2736
Número de páginas27
PublicaciónJournal of Applied Social Psychology
Volumen38
N.º11
DOI
EstadoPublicada - 2008
Publicado de forma externa

Áreas temáticas de ASJC Scopus

  • Psicología social

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