Abstract:

Disability is among the conditions most exposed to discrimination and prejudice in various aspects of life. In this study, a qualitative and exploratory investigation was conducted to examine the presence or absence of prejudice and discrimination in the lived experiences—particularly school experiences—of a sample of people with motor and sensory disabilities. For this investigation, a semi-structured questionnaire was specifically designed, composed of open-ended, closed, and multiple-choice questions with a Likert scale for agreement. In an initial phase, the questionnaire underwent a validation process by disability experts. It was subsequently administered to 144 people with motor and sensory disabilities.

The tool enabled the identification of different dimensions of participants’ lived experiences: discriminatory behaviors experienced at school, stigmatizing language, the use of offensive words, the role of the school in inclusive processes, and the school’s capacity to provide tools for academic and professional success. More generally, the study explored the contexts in which participants experienced the greatest difficulties in inclusion. To gain a more complete understanding of people with disabilities, the open-ended questions addressed the participants’ definitions of “disability” and “inclusion,” as well as their views on the possible causes of the persistence of prejudice today. The analysis of the open-ended responses was conducted using semantic categories.

The results of this investigation confirmed that, despite progress in national and international policies, prejudice still exists, limiting participation and full social inclusion. The testimonies, although referring to past school experiences, highlight critical issues that remain relevant: episodes of bullying, exclusion, stigmatizing language, and the school’s limited ability to respond to the needs of students with disabilities. The research also highlights differences between the discriminatory experiences of people with motor versus sensory disabilities, pointing to the need for specific and differentiated interventions. According to the participants, prejudices stem mainly from ignorance and limited knowledge of disability; for this reason, educational interventions should operate on both a cognitive and an emotional level, promoting awareness and opportunities for direct contact.

Keywords:

Disability, inclusion, Prejudice.