Introduction Educational inclusion remains one of the foremost challenges in schools, where fostering inclusive attitudes towards disability is essential for building fairer and more participatory environments. School-based interventions are a key strategy for raising awareness among pupils. Methods The impact of an inclusive educational intervention was assessed with 287 pupils in Years 4 to 6 of primary education from six schools in the Basque Country. A quasi-experimental pre–post design was employed. Attitudes toward disability were measured using a validated Basque-language scale comprising 10 items assessing cognitive, affective, and behavioural dimensions. Data were analysed using non-parametric statistical procedures. The programme lasted 10 hours and included five sessions addressing inclusion, sensory, physical, and cognitive disabilities, as well as rare diseases, using testimonial videos, comic-style materials, and awareness-raising games. Results A significant improvement was observed in the cognitive dimension and in overall awareness. However, no notable changes were found in the affective and behavioural dimensions. Girls scored higher across all dimensions of the scale. Discussion The intervention proved effective in improving pupils' knowledge and understanding of disability. It is recommended that similar programmes be integrated into school guidance and counselling frameworks to further enhance affective and behavioural dimensions of inclusion.
Uria-Olaizola et al. (Wed,) studied this question.