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Changing teachers' negative attitudes toward persons with intellectual disabilities
Elsayed Elshabrawy Ahmed Hassanein1
1Al-Azhar University, Cairo, Egypt hassaneins@hotmail.com.
Behavior Modification
|December 10, 2014
Summary
Direct contact combined with information effectively changed teachers' attitudes toward individuals with intellectual disabilities. Cognitive intervention alone was insufficient, highlighting the importance of behavioral engagement for lasting attitude shifts.
Area of Science:
- Special Education
- Psychology of Education
- Disability Studies
Background:
- Negative teacher attitudes towards individuals with intellectual disabilities can impact educational outcomes.
- Information alone may not be sufficient to foster lasting positive attitude change.
Purpose of the Study:
- To evaluate the effectiveness of cognitive and combined cognitive-behavioral interventions in modifying teachers' attitudes towards persons with intellectual disabilities.
- To determine if direct contact is a necessary component for significant attitude change.
Main Methods:
- A pretest-posttest design with three groups: cognitive intervention, cognitive-behavioral intervention (including contact), and a control group.
- 18 teachers participated, with 6 in each condition.
- Attitudes were assessed immediately post-intervention and at a 12-week follow-up.
Main Results:
- Cognitive intervention alone did not significantly alter attitudes.
- The combined cognitive-behavioral intervention led to significant positive attitude changes compared to the control group.
- These positive changes were sustained at the 12-week follow-up.
Conclusions:
- Direct contact with individuals with intellectual disabilities, alongside cognitive information, is crucial for effective and lasting attitude change in teachers.
- Recommendations are provided for integrating effective attitude-change strategies into teacher training programs.
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