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Young children's attitudes, after a period of integration, towards peers with severe learning difficulties

1988; Taylor & Francis; Volume: 3; Issue: 3 Linguagem: Inglês

10.1080/0885625880030304

1469-591X

Ann Lewis, Vicky Lewis,

Collaborative Teaching and Inclusion

ABSTRACT The study reported here focused on changes in attitudes of nine non‐handicapped (NH) six and seven year olds towards peers with severe learning difficulties (SLD) after experience of structured integration sessions over one school year. Year‐end interviews indicated that the NH children had generally maintained their positive attitudes shown towards children with SLD early in the year. This contrasted with attitudes towards classmates thought to be 'not very clever' or needing 'a lot of help' which remained relatively negative. Knowledge about SLD encompassed four different explanatory models of SLD: sensory‐motor difficulties, including deafness; young age; naughtiness; or 'bad brains'. Implications of the study, particularly the importance of structure in integrated sessions and the provision of coherent explanations of handicap, are considered.