Abstract:

Introduction:
The disability trends among the ageing population have triggered public concern. Physical disabilities refer to impairments affecting people’s participation in daily living. Negative attitudes are recognised as a major barrier to full social inclusion of people with disabilities. Disability simulation education is a promising way to instill a positive attitude towards people with disabilities among students and foster their disability awareness.

Aim:
To evaluate the effects of a disability inclusion intervention on secondary school students, undergraduate students, and volunteers with physical disabilities.

Method:
A pre-test post-test study was conducted. A disability inclusion intervention was conducted in six secondary schools in Hong Kong. The intervention consisted of four components namely education on disability inclusion, community contact session, disability simulation activities, sharing of experiences on returning to society by the volunteers with stroke, and reflection. The intervention was delivered by a group of trained undergraduate students. At baseline and after receiving the intervention, the secondary school students completed a questionnaire about their attitude towards people with disabilities and their satisfaction with life. Focus group interviews were also conducted with both groups of students and the volunteers about their perceived benefits and satisfaction with the intervention and suggestions for further improvement.

Result:
A total of 1,084 secondary school students (mean age=13.52 years (SD=1.24)) participated in the intervention, with 38 undergraduate students and 30 volunteers with stroke supporting the intervention. The results showed a significant increase in the secondary school students’ positive attitudes towards people with disabilities and their satisfaction with life after the intervention. Qualitative feedback showed mutual benefits to both groups of students, with them knowing more about the challenges in daily life and health needs of people with physical disabilities, and how they could show respect and care for other persons with health needs. The volunteers with stroke consistently regarded the experience valuable in allowing them opportunities to return and give back to society by promoting social and disability inclusion among the youngsters.

Conclusion:
The disability inclusion intervention raised disability awareness among the secondary school and undergraduate students. Further investigation of the effects of the intervention using experimental designs would be helpful.

Keywords:

Disability awareness, social inclusion, physical disability, school-based.