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Promoting Positive Attitudes Toward People With Down Syndrome: The Benefit of School Inclusion Programs 1
Author(s) -
Sirlopú David,
González Roberto,
Bohner Gerd,
Siebler Frank,
Ordóñez Gabriela,
Millar Andres,
Torres David,
De TezanosPinto Pablo
Publication year - 2008
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2008.00411.x
Subject(s) - inclusion (mineral) , psychology , prejudice (legal term) , affect (linguistics) , anxiety , developmental psychology , social psychology , clinical psychology , psychiatry , communication
The effects of school inclusion programs on male and female nondisabled students' stereotypes and attitudes toward people with Down syndrome were studied. Nondisabled students (11–15 years of age) from schools with and without inclusion programs reported positive and negative attitudes toward people with Down syndrome. As hypothesized, girls and students attending schools with inclusion programs showed more favorable attitudes toward people with Down syndrome than did boys and students attending schools without inclusion programs, respectively. Interaction effects of school system and sex of participant suggest that boys' attitudes, in particular, benefit from inclusive schooling. The study provides evidence for the effectiveness of inclusion programs in ameliorating prejudice and intergroup anxiety; and in promoting positive attitudes, affect, and trust.