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Promoting Attitudes Towards Disability in University Settings: A Quasi-Experimental Study.

Luisa Gámez-Calvo1, Margarita Gozalo2, Miguel A Hernández-Mocholí3

  • 1Training Optimization and Sports Performance Research Group (GOERD), Faculty of Sport Science, University of Extremadura, 10005 Caceres, Spain.

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Summary

A training program improved university students' attitudes toward disability, especially in social and normalized life dimensions. Early Childhood Education students showed the most significant gains, highlighting the value of targeted interventions and contact with individuals with disabilities.

Keywords:
attitudes toward disabilityeducative interventioninclusionuniversity students

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Area of Science:

  • Education
  • Psychology
  • Disability Studies

Background:

  • Inclusive Education aims to provide equal opportunities by removing barriers to participation and learning.
  • Positive attitudes toward disability are crucial for inclusive practices, particularly in adapted physical education.
  • Academic curricula alone may not sufficiently foster positive attitudes toward disability, necessitating targeted training.

Purpose of the Study:

  • To evaluate the impact of a training program focused on attitudes toward disability among university students.
  • To assess changes in attitudes following theoretical intervention and guided contact with people with disabilities.

Main Methods:

  • A quasi-experimental design with a control group was used.
  • 137 university students from Physical Activity and Sport Science and Early Childhood Education programs participated.
  • The Spanish Attitudes Toward People with Disabilities Scale for Professionals was administered at three time points.

Main Results:

  • Attitudes improved in social relationships and normalized life dimensions, and overall, particularly for Early Childhood Education students.
  • No significant changes were observed in the intervention program dimension.
  • Longitudinal improvements in normalized life were noted for both groups, with Early Childhood Education students also showing overall score improvements.

Conclusions:

  • Targeted training interventions are effective in promoting inclusive attitudes among university students.
  • Incorporating direct contact with individuals with disabilities enhances the positive impact of training.
  • Early Childhood Education students demonstrated particular benefit from the intervention, suggesting its importance in future educator training.