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

Hiroshi CHOSOKABE

doi:10.6033/tokkyou.24p029

August 31, 2025The Japanese Journal of Special EducationOpen Access

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

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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.

Implication

Research investigates the influence of integrating a child with disabilities on the attitudes of peers, suggesting significant positive changes over time.

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Cite This Study

Hiroshi CHOSOKABE (2025) studied this question.

synapsesocial.com/papers/69a528ecf1e85e5c73bf0525 https://doi.org/10.6033/tokkyou.24p029

View Full Paper

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

Key Points

Implication

Abstract

Discussion

Cite This Study

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

Key Points

Implication

Abstract

Discussion

Cite This Study

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