对于有或没有智障的大学生提供包容性教育:反耻辱干预的有效性
Álvaro Moraleda Ruano1, Diana Ruiz Vicente1, Joanne Mampaso Desbrow1
1Education and Health Faculty, University Camilo José Cela, Madrid, Spain.
Journal of applied research in intellectual disabilities : JARID
|January 24, 2025
概括
教育干预措施有效地减少对智力障碍 (ID) 个人的耻辱. 患有ID的大学生报告了更高的耻辱感,但反耻辱计划改善了态度,促进了社会包容.
科学领域:
- 社会心理学 社会心理学
- 关于残疾人的研究.
- 教育心理学教育心理学
背景情况:
- 考察大学生对智力障碍 (ID) 个人的耻辱和自我耻辱.
- 专注于耻辱的认知,情感和行为层面.
- 强调了耻辱对社会包容性的负面影响以及教育干预的必要性.
研究的目的:
- 评估大学生对智力障碍的耻辱程度.
- 评估反污名化干预措施的有效性.
- 了解基于智力障碍存在的耻辱的差异.
主要方法:
- 使用对照组进行测试前/测试后的定量设计.
- 使用Goratu问卷来衡量耻辱感.
- 评估了与智力障碍和干预效应相关的耻辱的差异.
主要成果:
- 没有观察到对耻辱的显著性别差异.
- 有智力障碍的学生表现出明显更高的耻辱程度.
- 反耻辱干预表明对实验组的态度产生了积极影响.
结论:
- 教育干预措施在减少耻辱和培养包容态度方面是有效的.
- 调查结果为政策制定者和教育工作者提供了洞察力,以加强社会包容.
- 承认诸如潜在的社会可取性偏见等局限性.
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