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Naghdi R, Shahshahani S, Hatamizadeh N, Vahedi M. Assessing the attitude of students without disabilities towards students with disabilities in Inclusion schools of Oramanat. Qom Univ Med Sci J 2026; 20
URL: http://journal.muq.ac.ir/article-1-4146-en.html
URL: http://journal.muq.ac.ir/article-1-4146-en.html
1- University of Social Welfare and Rehabilitation Sciences
2- University of Social Welfare and Rehabilitation Sciences ,drshahshahani@uswe.ac.ir
3- University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
2- University of Social Welfare and Rehabilitation Sciences ,
3- University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Abstract: (678 Views)
Background and Objectives: Attitude of students without disabilities towards their peers with disability is a challenge in mainstream settings. This study aims to assess the attitude of students towards students with disabilities in inclusive schools of Oramanat region of Kermanshah province.
Methods: In this descriptive-analytical study, 317 students aged 9-14 were selected by cluster sampling from primary and secondry mainstreamed schools in Ormanat region (2023). The ‘Chedoke-McMaster Attitudes towards children with handicaps (CATCH) scale including emotional, cognitive, and behavioral domains was used. Data were analyzed using SPSS version 26.
Results: The m/f⁓1 and nearly half of the participants were studying in primary school. The total attitude score and each of Emotional, Cognitive, and Behavioral attitude domain scores of normal students was more than average and girls had a more positive attitude. There was a significant relationship between the general attitude and its domains with the county of residence (p<0.001(. Also, the attitude of children who had a friendly relationship with disabled classmate was more positive (p<0.005(. The visibility of the disability of the classmate has negative impact on the attitude score in the cognitive domain (P< 0.001) and total score (P=0.044). There was no statistically significant difference between the level of education of the participants, playing or talking with a person with a disability, having a relative with disability, or the type of disability of a classmate with attitude.
Conclusion:
Based on results, it seems that seeking participation of students who have friends with disabilities in peer group programs which focused on alleviating attitudinal barriers for educational mainstreaming of children with disability, would be helpful. These programs should mostly be provided for boys.
Methods: In this descriptive-analytical study, 317 students aged 9-14 were selected by cluster sampling from primary and secondry mainstreamed schools in Ormanat region (2023). The ‘Chedoke-McMaster Attitudes towards children with handicaps (CATCH) scale including emotional, cognitive, and behavioral domains was used. Data were analyzed using SPSS version 26.
Results: The m/f⁓1 and nearly half of the participants were studying in primary school. The total attitude score and each of Emotional, Cognitive, and Behavioral attitude domain scores of normal students was more than average and girls had a more positive attitude. There was a significant relationship between the general attitude and its domains with the county of residence (p<0.001(. Also, the attitude of children who had a friendly relationship with disabled classmate was more positive (p<0.005(. The visibility of the disability of the classmate has negative impact on the attitude score in the cognitive domain (P< 0.001) and total score (P=0.044). There was no statistically significant difference between the level of education of the participants, playing or talking with a person with a disability, having a relative with disability, or the type of disability of a classmate with attitude.
Conclusion:
Based on results, it seems that seeking participation of students who have friends with disabilities in peer group programs which focused on alleviating attitudinal barriers for educational mainstreaming of children with disability, would be helpful. These programs should mostly be provided for boys.
Keywords: attitude, Chedoke-McMaster Attitudes towards children with handicaps, CATCH, inclusive schools, student with disabilities.
Type of Study: Original Article |
Subject:
روانشناسی
Received: 2025/08/9 | Accepted: 2025/11/10 | Published: 2026/03/30
Received: 2025/08/9 | Accepted: 2025/11/10 | Published: 2026/03/30
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