The research reported here was funded by grant (#F.2368) from The Leverhulme Trust. We would like to thank two anonymous reviewers for their comments on an earlier draft of this paper.
Effects of Contact on Children's Attitudes Toward Disability: A Longitudinal Study1
Article first published online: 31 JUL 2006
Journal of Applied Social Psychology
Volume 26, Issue 23, pages 2113–2134, December 1996
How to Cite
Maras, P. and Brown, R. (1996), Effects of Contact on Children's Attitudes Toward Disability: A Longitudinal Study. Journal of Applied Social Psychology, 26: 2113–2134. doi: 10.1111/j.1559-1816.1996.tb01790.x
Severe learning disabilities (SLD) is the term currently used in the U.K. to describe people who might formally have been described as having “severe mental handicap” or “severe retardation.” This term is interchangeable with “severe learning disabilities.”
- Issue published online: 31 JUL 2006
- Article first published online: 31 JUL 2006
A quasi-experimental study was conducted on temporal effects of intergroup contact on nondisabled (ND) children's attitudes toward disability. Children from a mainstream primary school were involved in an integration program with children from a school for children with severe learning disabilities (SLD).3 Measures were administered 3 times over a period of 3 months to 26 integrating (experimental) and 24 nonintegrating (control) children. Social orientations in the experimental group became significantly more positive over time, while the control group showed little change. The experimental and control children initially categorized on the basis of gender and disability; subsequently the strategies of the experimental children were more idiosyncratic while the control children still used the same two dimensions.