Design, application and validation of an instrument to assess attitudes towards student diversity

Authors

DOI: https://doi.org/10.6018/reifop.413851
Keywords: Attitude towards diversity; infant education; instrument validation; educational inclusión.

Abstract

Diversity is intrinsic to our society, fundamental to the creation of a fair and egalitarian community. Understanding attitudes towards diversity is an essential element for the establishment of measures to facilitate respect for diversity. The aim of this research focused on designing, applying and validating an instrument to assess attitudes towards diversity in students younger than six years old. A group of 125 students of ages ranging between three and six participated in the study. Additionally, six experts in the fields of research methodology and attention to diversity were chosen as inter-judges to determine the validity of the instrument. Results show that students display a positive attitude towards diversity, but that they consider lack of academic ability in students with disabilities to be a considerable limitation. These findings prove the need to start an educational intervention to eliminate prejudices and build new knowledge based on the equality of diversity.

Downloads

Download data is not yet available.

References

Aguado, A.L., Alcedo, M.A. & Arias, B. (2008). Cambio de actitudes hacia la discapacidad con escolares de Primaria. Psicothema, 20(4), 697-704. http://www.psicothema.com/psicothema.asp?id=3543

Ainscow, M., Dyson, A. & Weiner, S. (2013). From Exclusion to Inclusion: a review of international literature on ways of responding to students with special educational needs in schools. En-clave pedagógica: Revista Internacional de Investigación e Innovación Educativa, 13, 13-30. https://eric.ed.gov/?id=ED546818

Alcedo, M., Gómez, L. E., Aguado, A., Arias, B. & González, R. (2013). Eficacia del contacto e información como técnicas de cambio de actitudes hacia personas con discapacidad en niños de Educación Primaria. Universitas Psychologica, 12(2), 493-504. doi: 10.11144/Javeriana.UPSY12-2.ecit

Arias, V., Arias, B., Verdugo, M.A., Rubia, M. & Jenaro, C. (2016). Evaluación de actitudes de los profesionales hacia las personas con discapacidad. Siglo Cero, 47(2), 7-41. doi: 10.14201/scero2016472741

Avramidis, E. & Norwich, B. (2000). Teachers’ Attitudes toward Integration/Inclusion: A Review of the Literature. European Journal of Special Needs Education, 17(2), 129-148. https://doi.org/10.1080/08856250210129056

Belmonte, M.L. & García-Sanz, M.P. (2013). La escuela de vida, otra mirada a la discapacidad intelectual. Revista Fuentes, 14, 147-170. https://revistascientificas.us.es/index.php/fuentes/article/view/2357

Bodde, A.E. & Seo, D.C. (2009). A review of social and environmental barriers to physical activity for adults with intellectual disabilities. Disability and Health Journal, 2(2), 57-66. doi: http://dx.doi.org/10.1016/j.dhjo.2008.11.004

Brown, H.K., Ouellette-Kuntz, H., Lysaght, R. & Burge, P. (2011). Students’ behavioural intentions towards peers with disability. Journal of Applied Research in Intellectual Disabilities, 24(4), 322-332. doi: http://dx.doi.org/10.1111/j.1468-3148.2010.00616.x

Calvo, T. (2008). Actitudes ante la Inmigración y cambio de valores. Madrid: UCM.

Cameron, L., Rutland, A., Turner, R., Holman, R. & Powell, C. (2011). Changing attitudes with a little imagination: imagined contact effects on young children´s intergroup bias. Anales de Psicología, 27(3), 708-717. http://dx.doi.org/10.6018/analesps

Campbell, J.M., Ferguson, J.E., Herzinger, C.V., Jackson, J.N. & Marino, C.A. (2004). Combined descriptive and explanatory information improves peers' perceptions of autism. Research in developmental disabilities, 25(4), 321-339. doi: 10.1016 / j.ridd.2004.01.005

Cubo, S., Martín, B. & García, J.L. (Coord.) (2011). Métodos de investigación y análisis de datos en ciencias sociales y de la salud. Ediciones Pirámide Grupo Anaya.

Downs, P. & Williams, T. (1994). Student attitudes toward integration of people with disabilities in activity settings: a European comparison. Adapted Physical Activity Quarterly, 11(1), 32-43. doi: 10.1123/apaq.11.1.32

Escámez, J., García, R., Pérez, C. & Llopis, A. (2007). El aprendizaje de valores y actitudes. Teoría y práctica. Madrid: Octaedro/OEI.

European Agency for Special Needs and Inclusive Education (2014). Five Key Messages for Inclusive Education. Putting Theory into Practice. Odense, Denmark: European Agency for Special Needs and Inclusive Education.

Flórez, M.A., Aguado, A.L. & Alcedo, M.A. (2009). Revisión y análisis de los programas de cambio de actitudes hacia personas con discapacidad. Anuario de Psicología Clínica y de la Salud, 5, 85-98. https://dialnet.unirioja.es/servlet/articulo?codigo=3328258

Froese, P., Richardson, M., Romer, L. & Swank, M. (1999). Comparing opinions of people with developmental disabilities and significant people in their lives using the individual supports identification system (ISIS). Disability and Society, 14, 831-43. doi: 10.1080/09687599925920

García, L.G.A. & Hernández, O.S. (2011). Actitudes hacia la discapacidad de jóvenes y adultos de Chiapas. Universitas Psychologica, 10(3), 817-827. https://www.redalyc.org/pdf/647/64722377014.pdf

George, D. & Mallery, P. (2003). SPSS for Windows step by step: A Simple Guide and Reference. 11.0 Update (4ª ed.). Allyn & Bacon.

Gómez, V. & Infante, M. (2004). Actitudes de los estudiantes de educación hacia la integración de personas con discapacidad y hacia la educación multicultural. Cultura y educación, 16(4), 371-383. https://doi.org/10.1174/1135640042802455

Graziella, O. & Rivera, J.R. (2018). Construcción de ciudadanía: la educación desde la infancia encaminada a la inclusión social. Tla-Melaua, revista de Ciencias Sociales. Facultad de Derecho y Ciencias Sociales, 44, 52-71. http://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S1870-69162018000100052&lng=es&nrm=iso

Huete, A., Sola, A. & Lara, P. (2010). Los jóvenes con discapacidad en España. Informe de situación 2010. Madrid: CERMI.

Hugh, G., Guardia, S., Pires, M. & Rault, C. (2012). Attitudes towards Down Syndrome: A national comparative study in France, Ireland, Portugal and Spain. Irish Journal of Psychology 21(3). 203-214. doi: 10.1080/03033910.2000.10558253

Iáñez, A. (2009). Vida independiente y diversidad funcional. Resultados de una investigación social aplicada en la provincia de Sevilla. Portularia, 9(1), 93-103. http://riberdis.cedd.net/handle/11181/3997

Jeon, M. (2018). Meta-analysis of disability simulation research for elementary students in Korea. International Journal of Special Education, 33(1), 140-151. https://files.eric.ed.gov/fulltext/EJ1184078.pdf

Latorre, C. & Liesa, M. (2016). La inclusión social de personas con diversidad funcional en una experiencia de vida independiente. Revista de educación inclusiva, 9(2), 171-185. https://www.revistaeducacioninclusiva.es/index.php/REI/article/view/278

Laws, G. & Kelly, E. (2005). The attitudes and friendship intentions of children in United Kingdom Mainstream Schools towards peers with physical or intellectual disabilities. International Journal of Disability, Development and Education, 52(2), 79-99. https://doi.org/10.1080/10349120500086298

Lee, T. & Rodda, M. (1994). Modification of attitudes toward people with disabilities. Canadian Journal of Rehabilitation, 7(4), 229-238. https://psycnet.apa.org/record/1995-13508-001

Lindsay, S. & Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability & Rehabilitation, 35(8), 623-646. https://doi.org/10.3109/09638288.2012.702850

Litvack, M.S., Ritchie, K.C. & Shore, B.M. (2011). High and averageachieving students’ perceptions of disabilities and of students with disabilities in inclusive classrooms. Exceptional Children, 77(4), 474-487. https://doi.org/10.1177/001440291107700406

López, M.P. & Lozano, M. (2016). Mejora de las actitudes hacia las personas con discapacidad en el alumnado de Educación Secundaria Obligatoria. International Journal of Developmental and Educational Psychology, 1, 221-224. http://dx.doi.org/10.17060/ijodaep.2016.n1.v1.205

Macías-Gómez, M.E. (2016). Actitudes de estudiantes de magisterio en educación primaria hacia las personas con discapacidad. Revista nacional e internacional de educación inclusiva, 9(1), 54-69. https://revistaeducacioninclusiva.es/index.php/REI/article/view/70

Macías-Gómez, M.E., Aguilera, J.L., Rodríguez, M. & Gil, S. (2019). Un estudio transversal sobre las actitudes de los estudiantes de pregrado y máster en ciencias de la educación hacia las personas con discapacidad. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(1), 225-240. https://doi.org/10.6018/reifop.22.1.353031

Magiati, I., Dockrell, J. & Longotheti, A. (2002). Young children’s understanding of disabilities: The influence of development, context and cognition. Applied Developmental Psychology, 23(4), 409-430. https://doi.org/10.1016/S0193-3973(02)00126-0

Maras, P. & Brown, R. (2000). Effects of different forms of school contact on children’s attitudes toward disabled and non-disabled peers. British Journal of Educational Psychology, 70(3), 337-351. https://doi.org/10.1348/000709900158164

McDougall, J., DeWit, D.J., King, G., Miller, L.T. & Killip, S. (2004). High school-aged youth’s attitudes toward their peers with disabilities: The role of school and student interpersonal factors. International Journal of Disability, Development and Education, 51(3), 287-313. https://doi.org/10.1080/1034912042000259242

McMillan, J. & Schumacher, S. (2005). Investigación educativa. PEARSON.

Mirete, A. B., Alcaraz, S., Caballero, C.M. & Arnaiz, P. (2019). Dise¬ño y validación de un instrumento para escuchar la voz del alumna¬do de las aulas abiertas especializadas. Publicaciones, 49(3), 79–117. doi:10.30827/publicaciones.v49i3.11405

Navas, L., Torregrosa, G. & Mula, A. (2004). Algunas variables predictoras de las actitudes del alumnado ante la integración escolar. Revista de Psicología Social, 19(2), 159-171. https://doi.org/10.1174/021347404773820963

Nikolaraizi, M. & De Reybekiel, N. (2001). A comparative study of children’s attitudes towards deaf children, children in wheelchairs and blind children in Greece and in the UK. European Journal of Special Needs Education, 16(21), 167-182. https://doi.org/10.1080/08856250110041090

Novo, I., Muñoz, J. & Calvo, C. (2015). Los futuros docentes y su actitud hacia la inclusión de personas con discapacidad. Una perspectiva de género. Anales de psicología, 1, 155-171. https://doi.org/10.6018/analesps.31.1.163631

Nowicki, E.A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. Journal of Intellectual Disability Research, 50(5), 335-348. https://doi.org/10.1111/j.1365-2788.2005.00781.x

Nowicki, E.A. & Sandieson, R. (2002). A meta-analysis of school-age children’s attitudes towards persons with physical or intellectual disabilities. International Journal of Disability, Development and Education, 49(3), 243-265. https://doi.org/10.1080/1034912022000007270

Ossa, C. (2013). Actitudes de estudiantes sobre personas con discapacidad en la universidad del Bío-Bío. Psicogente, 16(29), 32-42. http://revistas.unisimon.edu.co/index.php/psicogente/article/view/1939

Peralta, A. (2007). Libro blanco sobre universidad y discapacidad. Real Patronato sobre Discapacidad, CERMI/Fundación Vodafone España/ANECA. http://hdl.handle.net/11181/3015

Pettigrew, T.F. & Trop, L.R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751-783. https://doi.org/10.1037/0022-3514.90.5.751

Polo, M.T. & Aparicio, M. (2018). Primeros pasos hacia la inclusión: Actitudes hacia la discapacidad de docentes en educación infantil. Revista de Investigación Educativa, 36(2), 365-379. http://dx.doi.org/10.6018/rie.36.2.279281

Polo, M.T., Fernández, C. & Díaz, C. (2011). Estudio de las actitudes de estudiantes de Ciencias Sociales y Pedagogía. Universitas Psychologica, 10(1), 113-123. http://www.redalyc.org/articulo.oa?id=64719284010

Rello, C.F., Garoz, I. & Tejero, C.M. (2020). Cambiando las actitudes hacia la discapacidad: diseño de un programa de sensibilización en Educación Física. Retos, 37(37), 713-721. https://dialnet.unirioja.es/servlet/articulo?codigo=7243341

Rillota F. & Nettelbeck, T. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual & Developmental Disability, 32(1), 19-27. https://doi.org/10.1080/13668250701194042

Rodríguez, A. & Fernández, A.D. (2017). Adultos que conforman menores en una escuela de colores. Actitudes de progenitores y profesores ante la diversidad cultural. Revista de Investigación Educativa, 35(2), 465-482. https://doi.org/10.6018/rie.35.2.256371

Shannon, C.D., Schoen, B. & Tansey, T.N. (2009). The effect of contact, context, and social power on undergraduate attitudes toward persons with disabilities. Journal of Rehabilitation, 75(4), 11-18. https://search.proquest.com/docview/236401670?pq-origsite=gscholar

Slininger, D., Sherrill, C. & Jankowski, C. M. (2000). Children’s attitudes toward peers with severe disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17(2), 176-196. https://doi.org/10.1123/apaq.17.2.176

Suriá, R. (2011). Análisis comparativo sobre las actitudes de los estudiantes hacia sus compañeros con discapacidad. Electronic Journal of Research in Educational Psychology, 9(1), 197-216. http://www.redalyc.org/articulo.oa?id=293122834010

UNESCO (2017). La educación transforma vidas. UNESCO.

Vignes, C., Godeau, E., Sentenac, M., Coley, N., Navarro, F., Grandjean, H. & Arnaud, C. (2009). Determinants of students’ attitudes towards peers with disabilities. Developmental Medicine and Child Neurology, 51(6), 473-479. https://doi.org/10.1111/j.1469-8749.2009.03283.x

Wong, D. (2008). Do contacts make a difference? The effects of mainstreaming on student attitudes toward people with disabilities. Research in Developmental Disabilities, 29(1), 70-82. https://doi.org/10.1016/j.ridd.2006.11.002

Yazbeck, M., McVilly, K. & Parmenter, T.R. (2004). Attitudes toward people with intellectual disabilities. Journal of Disability Policy Studies, 15, 97-111. https://doi.org/10.1177/10442073040150020401

Zambrano, R.M. & Orellana, M.D. (2018). Actitudes de los docentes hacia la inclusión escolar de niños con autismo. Killkana sociales: Revista de Investigación Científica, 2(4), 39-48. https://doi.org/10.26871/killkana_social.v2i4.296

Published
14-04-2020
How to Cite
Mirete, A. B., Belmonte, M. L., & Maquilón, J. J. (2020). Design, application and validation of an instrument to assess attitudes towards student diversity. Interuniversity Electronic Journal of Teacher Formation, 23(2). https://doi.org/10.6018/reifop.413851