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Children’s understanding of the physical, cognitive and social consequences of impairments
Author(s) -
Smith L A,
Williams J M
Publication year - 2001
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1046/j.1365-2214.2001.00236.x
Subject(s) - psychology , cognitive psychology , cognition , developmental psychology , neuroscience
Abstract The present study explored typically developing children’s ( n = 77) understanding of physical, cognitive and social competencies of children with impairments. Children in each of four age groups (4–5 years, 6–7 years, 9–10 years and 11–12 years) were interviewed to explore their ideas about the abilities of children with physical impairments (minor: missing thumb; major: wheel‐chair bound), sensory impairments (vision and hearing), learning disabilities (non‐specific and Down’s syndrome) and emotional/behavioural difficulties (attention deficit hyperactivity disorder and lack of social skills). Significant age differences were found in children’s judgements of the capabilities of children with impairments. Furthermore, children’s understanding of the consequences of impairments varied as a function of disability type. Findings are discussed in relation to previous research on children’s disability concepts and implications for inclusive education practices.