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Inclusive Socialization? The Relationships between Parents’ and Their Child’s Attitudes toward Students with Disabilities

Author

Listed:
  • Sara Santilli

    (Department of Philosophy, Sociology, Education, and Applied Psychology, University of Padova, 35131 Padova, Italy)

  • Maria Cristina Ginevra

    (Department of Philosophy, Sociology, Education, and Applied Psychology, University of Padova, 35131 Padova, Italy)

  • Moshe Israelashvili

    (School of Education, Tel Aviv University, Tel Aviv-Yafo P.O. Box 39040, Israel)

  • Laura Nota

    (Department of Philosophy, Sociology, Education, and Applied Psychology, University of Padova, 35131 Padova, Italy)

Abstract

Promoting social and school inclusion of children with disabilities has been associated with their health-related quality of life. This study aimed to analyze the connection between parents and children’s attitudes toward disabilities as one factor contributing to the inclusion and well-being of individuals with disabilities. Three types of disabilities—i.e., attitudes toward a child with a sensory disability (hearing), a child with an intellectual disability (Down syndrome), and a child with problems with aggressiveness and angry outbursts (behavioral problems)—were examined. A sample of 598 White Italian elementary school students (303 boys and 295 girls) aged 6 to 11 years 33tudes toward students with disabilities, rather than each parent’s attitude, contributed to a better understanding of the child’s attitudes toward students with disabilities. The theoretical and practical implications of these results are discussed.

Suggested Citation

  • Sara Santilli & Maria Cristina Ginevra & Moshe Israelashvili & Laura Nota, 2022. "Inclusive Socialization? The Relationships between Parents’ and Their Child’s Attitudes toward Students with Disabilities," IJERPH, MDPI, vol. 19(24), pages 1-18, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16387-:d:995808
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