Effects of Individual Integration of a Child With Multiple Severe Disabilities on the Attitudes of Regular Elementary School Students

Key Points

• This research aims to clarify how interactions with a child with multiple severe disabilities affect the attitudes of regular elementary school students.
• Conducted a questionnaire survey to assess understanding and attitudes toward disabilities.
• Monitored six integration sessions over three years.
• Tracked changes in students' perceptions of their disabled peer.
• Initial surveys showed 85% of students felt they did not know the child well.
• Students reported feeling more similar to the child over time, receiving energy from interactions.
• The percentage of students who believed they could communicate without words increased from 25% to 80%.
• 95% of students had a positive view of interacting with the child with disabilities.
• Overall, students showed reduced resistance to engaging with individuals with disabilities and a shift in their understanding of disability.