Part I: Response to Literature
1.Children are pliable and they form attitudes about muckle at an early age. Favazza & Odom (1996) examined the reliableness of the Acceptance Scale for Kindergartners (ASK) and found it to be reliable in assessing kindergarteners attitudes toward children with disabilities. Favazza & Odom (1997) found that children are more likely to develop verificatory attitudes toward children with disabilities if they fork over direct and indirect experiences with them early in life. In their examination of the effects of an intervention package, they also determined that the attitudes of puppyish children can be altered through social refer and use of childrens books.
2. Sixteen kindergarten participants were placed in a separate school in which children with disabilities were not enrolled. This no- converge classify was their laterality group. The children in this group had neither direct nor indirect contact with children with disabilities. The initial pretest lots on the ASK indicated that kindergarten children in tout ensemble three groups had a low level of acceptance for children with disabilities. The scores from the posttest and follow-up test for the no-contact group, however, confirmed that levels of acceptance were found but in the high-contact group.
By having a separate no-contact group, they were able to abut that children who have less or no exposure to people with disabilities are less accepting of children with disabilities than those who have more exposure.
Although the no-contact group is realistic in that it is possible for a school to have no children with disabilities, it is not as common today. By law, unexclusive schools must provide appropriate education to all children, including those with scholarship or physical disabilities. In addition, several laws give students with disabilities the by rights to learn in a regular classroom setting. Moreover, learnedness disabilities range in various forms from...If you want to get a full essay, order it on our website: Orderessay
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