Abstract:

In Taiwan, the idea of inclusive education has been implemented for many years. As Su-Jan Lin stated, in 2010 almost 93 percent students with disabilities studied in general education schools [1]. Therefore, it is interesting to reveal an influence of inclusive and noninclusive school environments on 6-8 years old children’ attitudes toward their peers with disabilities.

The pilot study covered 61 children, including 31 students in an inclusive school and 30 students in a non-inclusive school. The Social Attractiveness of Students with Disabilities for Children Questionnaire by Ewa M. Kulesza was used.

The results show that the vast majority of children in the inclusive school and the noninclusive school positively perceive their peers with disabilities as a person with whom one could talk, play, learn and be friends. No statistically significant differences were revealed between students’ perceptions of children with disabilities in inclusive and noninclusive settings. Thus, it was not found that the school environment was influenced by the perception of a peer with disability. This can probably be explained by the visible presence of people with disabilities in a public space in Taiwanese everyday life and the school environment does not play a decisive role. However, to confirm this observation, the research sample should be extended.

References:
[1] Su-Jan Lin, “Special education in Taiwan today” in Education of students with special needs. World experience. Individualized Education and Therapy Programs (IETPs) (E.M. Kulesza ed.), pp. 10-20, Warsaw: Wydawnictwo Akademii Pedagogiki Specjalnej, 2013.

Keywords:

Children, disability, inclusion, school, playmate, schoolmate, friend.