ERG SES G 09, Students and Teachers in Education
Attitudes of typically developing peers are described as a crucial variable in the inclusion process of students with disabilities within regular education classrooms (Vignes et al., 2008). Research findings show that positive peer attitudes can facilitate the social and academic development of children with disabilities included in regular schools (Cook & Semmel, 1999; Cutts & Sigafoos, 2001). However, despite the efforts in the implementation of educational policies fostering inclusive practices, it seems that typically developing students still endorse negative attitudes towards their peers with disabilities (McDougall, DeWit, King, Miller, & Killip, 2004).
Attitudes are often defined as a multidimensional concept, including: the cognitive domain of ideas and beliefs; the affective domain of emotional feelings; and the behavioural domain of intended actions (Triandis, 1971). Attitudes are also described as ‘‘learned predispositions reflecting how favourable or unfavourable people are towards other people, objects or events’’ (Triandis, 1971, p. 266). According with this perspective, attitudes change can be targeted in intervention programs. However, the design of such programs requires a thorough understanding of how attitudes develop and a detailed knowledge of factors influencing their development. Consequently, a considerable body of research within the special education field has been addressing students’ attitudes towards their peers with disabilities (Bossaert, Colpin, Pijl, & Petry, 2011; Yu, Ostrosky, & Fowler, 2012).
In Portugal, evidence regarding how included children are accepted by their typically developing classmates is still scarce. The present study, part of a wider project, reports the development of a valid and reliable Portuguese version of the Chedoke-McMaster Attitudes Towards Children with Handicaps scale ([CATCH] Rosenbaum, Armstrong, & King, 1986).
The Chedoke-McMaster Attitudes Towards Children with Handicaps scale is a self-report measure created to assess students’ attitudes towards their peers with disabilities. In a recent literature review of 19 wide used tools, the CATCH was appraised as being one of the most complete instruments since it includes all three attitude components – cognitive, affective, and behavioural – and presents good psychometric properties (Vignes et al., 2008). The CATCH has already been used in countries such as France (Vignes et al., 2008), Netherlands (de Boer, Pijl, Post, & Minnaert, 2012), Belgium (Bossaert et al., 2011) and Israel (Tirosh, Schanin, & Reiter, 1997) showing to be a reliable and valid assessment tool.
In our study, the main purposes were: (a) to establish the equivalence between the original English and the Portuguese version of the CATCH scale; (b) to determine its reliability; (c) to check the validity of the three attitude components construct in the Portuguese version of the scale; (d) to identify factors independently associated with more positive attitudes.
Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2011). The attitudes of Belgian adolescents towards peers with disabilities. Research in Developmental Disabilities, 32(2), 504-509. Cook, B. G., & Semmel, M. I. (1999). Peer Acceptance of Included Students with Disabilities as a Function of Severity of Disability and Classroom Composition. Journal of Special Education, 33(1), 50-61. Cutts, S., & Sigafoos, J. (2001). Social competence and peer interactions of students with intellectual disability in an inclusive high school. Journal of Intellectual & Developmental Disability, 26(2), 127-141. de Boer, A., Pijl, S. J., Post, W., & Minnaert, A. (2012). Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables. Social Development, n/a-n/a. McDougall, J., DeWit, D. J., King, K., Miller, L. M., & Killip, S. (2004). High School‐Aged Youths' Attitudes Toward their Peers with Disabilities: the role of school and student. International Journal of Disability, Development and Education, 51(3), 287-313. Rosenbaum, P. L., Armstrong, R. W., & King, S. M. (1986). Children's attitudes toward disabled peers: a self-report measure. Journal of Pediatric Psychology, 11(4), 517-530. Tirosh, E., Schanin, M., & Reiter, S. (1997). Children's attitudes toward peers with disabilities: the Israeli perspective. Developmental Medicine & Child Neurology, 39(12), 811-814. Triandis, H. C. (1971). Attitude and attitude change. New York: John Wiley & Sons Inc. Vignes, C., Coley, N., Grandjean, H., Godeau, E., & Arnaud, C. (2008). Measuring children’s attitudes towards peers with disabilities: A review of instruments. Developmental Medicine & Child Neurology, 50, 182-189. Yu, S., Ostrosky, M. M., & Fowler, S. A. (2012). Measuring Young Children's Attitudes Toward Peers With Disabilities: Highlights From the Research. Topics in Early Childhood Special Education, 32(3), 132-142.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
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Network 10. Teacher Education Research
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 17. Histories of Education
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
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