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Public attitudes toward mentally retarded children
American Journal of Mental Deficiency
|July 1, 1975
Summary
Public attitudes toward children with intellectual disabilities are complex. Older adults, parents, and those without prior contact favored segregation, highlighting barriers to successful societal integration.
Area of Science:
- Social Psychology
- Developmental Psychology
- Special Education
Background:
- Growing trend of integrating children with intellectual disabilities into community and public school settings.
- Understanding public attitudes is crucial for successful inclusion.
- Previous research has not fully elucidated the underlying factors of public perception.
Purpose of the Study:
- To examine public attitudes toward children with intellectual disabilities.
- To identify the key factors influencing these attitudes.
- To inform strategies for promoting societal integration.
Main Methods:
- Factor analysis of questionnaire responses from 430 adults.
- Quantitative analysis of survey data.
- Exploration of demographic and experiential influences on attitudes.
Main Results:
- Four primary factors emerged: positive stereotype, community segregation, classroom segregation, and perceived handicap.
- Older respondents, parents of school-aged children, and individuals with no prior contact favored community segregation.
- Significant correlations found between demographic factors and segregationist attitudes.
Conclusions:
- Public attitudes toward intellectual disability are multifaceted and influenced by age, parental status, and personal experience.
- Specific demographic groups hold attitudes that may impede the integration of intellectually disabled individuals.
- Targeted interventions addressing the attitudes of these key groups are necessary for successful societal inclusion.