Date Approved

5-5-1998

Embargo Period

8-10-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Subject(s)

Children with disabilities; Inclusive education; School children--Attitudes

Disciplines

Educational Psychology

Abstract

The purpose of this study was to observe the benefits for non-handicapped students in an inclusive setting. The hypothesis suggested that regular education students would be more sensitive and aware of handicapped individuals when they are read stories about handicapped individuals and participate in a sensitivity program than regular education students who do not receive this form of intervention. The Acceptance Scale for Kindergarten-Revised (ASK-R) helped to assess fifty-eight second graders' perceptions of handicapped individuals. The difference between the pre-test and post-test scores of Classroom B (experimental group given sensitivity program and read stories regarding individual differences; has included child) to Classroom A (control group; no included child) and Classroom B to Classroom C (has included child; no intervention given) on the ASK-R was evaluated. The independent variable was the type of sensitivity training received in each classroom. The dependent variable was an increase in sensitivity toward individual differences. It was found that Classroom B was significantly more sensitive than Classroom C toward handicapped individuals. However, Classroom B was not significantly more sensitive than Classroom C toward handicapped individuals. Overall, children who had more contact with handicapped individuals were more accepting of differences than children in low/no contact groups.

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