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

Sara Santilli, Maria Cristina Ginevra (), Moshe Israelashvili and Laura Nota
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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

IJERPH, 2022, vol. 19, issue 24, 1-18

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.

Keywords: parents’ attitudes; children’s attitudes; disability; school inclusion (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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