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Swiss Children's Moral and Psychological Judgments About Inclusion and Exclusion of Children With Disabilities
Author(s) -
Gasser Luciano,
Malti Tina,
Buholzer Alois
Publication year - 2013
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12124
Subject(s) - psychology , inclusion (mineral) , developmental psychology , inclusion–exclusion principle , social exclusion , context (archaeology) , learning disability , social psychology , paleontology , politics , political science , law , economics , biology , economic growth
Children's judgments about inclusion and exclusion of children with disabilities were investigated in a Swiss sample of 6‐, 9‐, and 12‐year‐old children from inclusive and noninclusive classrooms ( N = 422). Overall, the majority of children judged it as morally wrong to exclude children with disabilities. Yet, participants were less likely to expect the inclusion of children with mental or physical disabilities in academic and athletic contexts compared to social contexts. Moreover, older children more consistently coordinated disability type with context of exclusion. There were also significant differences depending on the type of classroom. The findings extend existing research on exclusion by investigating exclusion based on disability across different age groups and educational settings.