Journal articles on the topic 'Youth with social disabilities – Attitudes'
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Lindsay, Sally, Carolyn Mcdougall, and Robyn Sanford. "Exploring Supervisors’ Attitudes of Working with Youth Engaged in an Inclusive Employment Training Program." Développement Humain, Handicap et Changement Social 20, no. 3 (February 23, 2022): 41–51. http://dx.doi.org/10.7202/1086599ar.
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Background: Although employment is a right of citizenship, people with disabilities remain underrepresented in the workforce. Employment is especially important for people with disabilities because it can alleviate financial hardship, social isolation, improve confidence and quality of life. Most research exploring employers’ views of hiring employees with disabilities has focused on adults while little is known about employers’ experience of working with youth with disabilities. The purpose of this study was to explore supervisors’ views of working with an adolescent with disabilities as a part of an employment training program. Method: The sample was drawn from the supervisors of youth taking part in an employment training program, run through children’s rehabilitation hospital in a large urban centre. A descriptive questionnaire was sent to all supervisors who worked with a adolescent with disabilities as part of an employment training program. Thirty-six questionnaires were completed with a response rate of 92%. Results: Our findings show that most supervisors felt prepared when youth arrived and that supervising them did not take up much extra time. Some supervisors had a few initial concerns about workplace accommodations and workload but these were quickly resolved. Most supervisors who worked with youth with disabilities reported a positive experience and that having them in the workplace also had the added benefit of challenging some of their assumptions about people with disabilities. Conclusions: Our findings emphasize the importance of supervisors having an opportunity to work with a person with disabilities because it can help to break down negative attitudes and stereotypes.
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Harper, Dennis C. "Children's Attitudes to Physical Differences among Youth from Western and Non-Western Cultures." Cleft Palate-Craniofacial Journal 32, no. 2 (March 1995): 114–19. http://dx.doi.org/10.1597/1545-1569_1995_032_0114_csatpd_2.3.co_2.
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Children with visible physical impairments (cosmetic and orthopedic) are known to experience difficulties in social interaction with peers. Some of these social difficulties are related to attitudes toward visible physical features of children. Several research studies from Western and non-Western countries are reviewed, focusing on children's attitudes toward children with facial disfigurement. Specific social preferences for particular disabilities are noted which are related to cultural and economic factors. Children's attitudes toward facial disfigurement reflect generally low preference for social interaction in the majority of cultures studied. Children's attitudes reflect both positive and negative attributions toward facial disfigurement.
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Meyer, Jill, Vanessa Hinton, Jinhee Park, Lindsay Portela, Christine Fleming, Nick Derzis, and Sharon Weaver. "An Exploration of Emerging Adulthood, Self-Esteem, Well-Being, and Vocational Rehabilitation Services." Journal of Applied Rehabilitation Counseling 50, no. 4 (December 1, 2019): 286–99. http://dx.doi.org/10.1891/0047-2220.50.4.286.
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In recent years there has been a visible shift in societal norms surrounding milestones that were once associated with one's transition to adulthood due to contemporary economic and social changes. Most young adults may experience some degree of adversity, yet experiences of transitioning to adulthood can be more challenging among youth with disabilities due to an impact of disability on development, additional educational and vocational barriers, and societal attitudes toward individuals with disabilities. This manuscript explores the re-conceptualized process of development from adolescence to adulthood, known as “emerging adulthood,” while also exploring resilience, and the delivery of vocational rehabilitation services. Specifically, the purpose of this study was to examine self-esteem and satisfaction with life (i.e., well-being) in emerging adults with and without disabilities, and discuss how vocational rehabilitation services can be administered while improving resiliency for youth and young adults with disabilities. Findings and implications are discussed.
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Larocca, Victoria, Kelly Arbour-Nicitopoulos, Amy Latimer-Cheung, and Rebecca Bassett-Gunter. "Physical Activity Messages for Youth with Disabilities: An Evaluation of Attitudes, Intentions, and Preferences." Health Communication 35, no. 8 (April 8, 2019): 974–83. http://dx.doi.org/10.1080/10410236.2019.1598746.
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Grigoryeva, Marina Vladimirovna. "Affective Factors in the Manifestation of Discriminatory Attitudes of the Personality in Behavior." Общество: социология, психология, педагогика, no. 11 (November 27, 2020): 51–56. http://dx.doi.org/10.24158/spp.2020.11.9.
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The paper presents the results of an empirical study of affective factors in the manifestation of discriminatory attitudes of a person in behavior. The analysis revealed the following facts. As an affective basis for discriminatory behavior, negative emotional reactions towards people with non-traditional sexual behavior and politicians are expressed. Positive and/or altruistic emotions are associated with pensioners, children, adolescents, people with disabilities, handicapped people, representatives of other ethnic groups and religions, victims of crime, members of the opposite sex, physically unattractive people and people with low income. In relation to persons of no fixed abode and people with mental disorders, conflicting affective reactions are manifested: from sympathy and pity to anxiety and disgust. The strength of prejudice has a broad affective determination for the following social groups: migrants, representatives of other ethnic groups, physically unattractive people, representatives of another social community and youth subcultures. However, only in relation to representatives of youth subcultures, broad affective determination is the real basis for the increase in the strength of discriminatory attitudes and the manifestation of discriminatory behavior associated with the restriction of their activity.
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Vyazovova, Natalia V., and Viola M. Melekhova. "Attitude to God as a reflection of the value-meaning content of religiosity." Psychological-Pedagogical Journal GAUDEAMUS, no. 4 (2020): 70–80. http://dx.doi.org/10.20310/1810-231x-2020-19-4(46)-70-80.
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We studied the current problem of spiritual search of a person during the mid-life crisis. We considered signs of mid-life crisis and signs of intra-personal conflict aggravating it and analyzed personal qualities of respondents in the situation of life difficulties. Based on empirical data obtained from the survey of healthy respondents and persons with disabilities, we revealed the characteristics of respondents' attitude to God, themselves and society. The system of values and social attitudes of a religious person refracts life information through religious experience, correlating it with the system of moral standards and the attitude of a person to God as an ideal. Therefore, the attitude towards religion, faith and God is considered as an attitude determined by the social conditions of a person's life in society. When considering a wide system of relationships, we also investigated the self-wear of a person, determined by the laws of development and functioning of psychological phenomena and processes, including motivational, intellectual-cognitive, emotional-will and communicative-behavioral processes, we determined ways of forming a new self-attitude based on spiritual transformation . We established that the most psychologically stable, stable among all age groups were youth groups and the akme group, in which the individual reached a level of self-realization and self-commitment that was distinguished by a realistic character, a sense of achievement and building prospects. The established relationship to God in these age groups made it possible to note that the work of the soul of persons with disabilities has significant differences from the spiritual search for healthy respondents.
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NEFEDYEVA, I. E., and E. V. ZIMINA. "TOLERANCE AS A CONDITION FOR THE DEVELOPMENT OF INCLUSIVE EDUCATION." Historical and social-educational ideas 10, no. 3/1 (July 16, 2018): 167–71. http://dx.doi.org/10.17748/2075-9908-2018-10-3/1-167-171.
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In the article results of sociological research of quality of tolerance and features of tolerant attitudes in the student's environment are resulted. The survey was conducted in the form of a questionnaire survey of students at the Baikal State University. General views of the student youth about tolerance and intolerance, their essential expression were considered. The main types of tolerance are revealed depending on ethnic, psychophysical, demographic and other social characteristics. The estimation of tolerance among students in small social groups is given. The reasons and methods for resolving disagreements and conflicts manifested on the basis of intolerant behavior and relationships were studied. The students' opinion on the level of tolerance in modern society among representatives of different national groups, social strata, different faiths, political opinions, etc. is considered. Particular attention is paid to the manifestation of tolerance towards people with disabilities and limited health opportunities. The reasons for intolerance in relations between different social groups are indicated. The degree of influence on the tolerance of various factors (health, religion, nationality, status, etc.) has been revealed. The students' opinion on the necessity of manifestation (observance) of tolerant attitude to the representatives of certain social groups, in particular, to the disabled, ethnic and religious communities, the low-income and others is considered.
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Ušča, Svetlana, Ivans Korņiļjevs, and Velta Ļubkina. "Health and education problems of children and youth with disabilities in Latvia." Social welfare : interdisciplinary approach 1, no. 2 (December 30, 2011): 93–104. http://dx.doi.org/10.15388/sw.2011.28307.
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Since Latvia has acceded to the European Union, the issue of equal opportunities of education for all has become topical: the legislation is harmonized, the attitude towards children with special needs is changed in education from segregation and social isolation of disabled persons to integration and inclusion. The authors of the article identify the existing problems related to the health and education of disabled children and youth, explain the terminology existing in the country, analyze statistical data of recent years regarding the number of disabled people and describe the opportunities offered by the country to the target audience of the article on all levels of education.
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Chernyaeva, A., N. Shestakova, and D. Yurkov. "Understanding Justice: Analyzing Focus Group Results Using the Example of Student Youth." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 4 (December 9, 2020): 51–56. http://dx.doi.org/10.12737/2587-912x-2020-51-56.
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The appeal to the study of the concept of "justice" is due to several reasons: the ambiguity of the concept itself, its evolution in various socio-cultural contexts, the social need for a reflexive analysis of justice itself as a value that is being transformed in the process of social change, realized by researchers, justice has a special meaning for the self-determination of young people, who, in the process of upbringing, assimilated the transmitted values of an industrial society, but right now in society there are changes in morality, value attitudes, the system of ideals and norms, and an important place in this foundation should be given to "justice" as a category of moral, legal and socio-political. In this regard, the phenomenon of justice requires study and reflective analysis. Of particular interest is the study of the following questions: How does justice fit into the new structure of social space? Doesn't this concept of integrity and universality lose? Does society retain the value perception of justice in its "traditional" form, or is there a value erosion, as a result of which value actually disappears, turning into a simulacrum? The authors made an attempt to record the dynamics of the meanings of justice at different stages of social development, and also, through the focus group method, to establish that the concept of justice among young people, on the one hand, has not yet been fully reflected, but at the same time is an element of their value system, The “new” understanding of justice among young people is associated with the idea of the existence of conditions that provide an opportunity for self-realization for everyone, the disclosure of a person's inner resources. Young people consider the aspect of caring for people with disabilities, disabled, unemployed to be important in defining justice.
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Ryleeva, Anastasia S., Svetlana V. Emanova, and Elena A. Khomutnikova. "Model of interaction between a university, a youth center and a public association for organizing free time of disabled youth." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 404–24. http://dx.doi.org/10.32744/pse.2022.4.24.
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Research problem and purpose. Today, disabled youth are the most vulnerable category, experiencing difficulties in socialization into society. Currently, the task of their support is being solved pointwise by non-profit public organizations. In this regard, it is necessary to propose a different content of practice-oriented procedures for the formation of an independent, socially mobile personality of a young disabled person capable of successful integration into society. The research purpose is to test a program of psychological and pedagogical support for disabled youth aged 18-30. Materials and methods. The monitoring was attended by 150 young disabled people with mental and physical disabilities of a public association “Mnogogrannik” of the city of Kurgan (Kurgan region, Russian Federation). The following methods were used: H. Eysenck's questionnaire “Self-assessment of Mental States”, a personal differential method by D.A. Bogdanova, S.T. Posokhova, M. Luscher’s color test. Results. A program of work with disabled youth was developed and tested to form a positive attitude towards oneself, develop social skills, overcome negative emotional states. Positive dynamics was revealed in the emotional state of disabled youth in terms of frustration (χ2=12.593, p=0.002), aggressiveness (χ2=53.333, p<0.001), rigidity (χ2=45.898, p<0.001), self-esteem (χ2=9.679, p=0.008). Conclusion. The conducted research proved that the category of disabled youth aged 18-30 needs comprehensive and systematic support. The solution to the research problem was proposed to be implemented through the integration of the efforts of a university, a youth center and a public organization “Achilles”, which helped to overcome negative emotional states in disabled youth.
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Gulya, Nikoletta Mária, and Anikó Fehérvári. "A fogyatékosság reprezentációja az általános iskolák magyar irodalom tananyagához kapcsolódó irodalmi művekben." Educatio 29, no. 3 (February 23, 2021): 379–93. http://dx.doi.org/10.1556/2063.29.2020.3.4.
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Összefoglaló. Az irodalmi alkotások jól alkalmazhatók az oktatásban arra, hogy a tanulók megismerkedjenek a társadalom sokszínűségével és annak kulturális összefüggéseivel, amennyiben megfelelően ábrázolják ezeket a társadalmi csoportokat. Jelen írás célja, hogy a tartalomelemzés módszerével feltárja és elemezze a magyar általános iskolák tananyagához kapcsolódó irodalmi szemelvénye fogyatékossággal kapcsolatos tartalmait. A kutatás eredményei rávilágítanak, hogy a vizsgált irodalmi szemelvényekben a fogyatékossággal élő szereplők rendkívül alulreprezentáltak és sztereotip módon ábrázoltak, ezáltal erősíthetik a tanulók fogyatékossággal élő emberekkel kapcsolatos előítéleteit, így feldolgozásukkor hangsúlyt kell fektetni a sztereotip tartalmak tisztázására. Summary. Literary works are a readily available resource in education to help students learn about the diversity of society and its cultural contexts, as long as they depict these social groups appropriately. The study aimed to identify the different recurring patterns of the disability conception within the content of youth literature in primary education, employing content analysis. The results of the research reveal that in the examined literary works people with disabilities are extremely underrepresented and depicted stereotypically. This way of representation can reinforce students’ negative attitude towards people with disabilities, therefore the stereotypical content should be clarified and discussed during the lessons.
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Popova, N. V., and E. V. Popova. "VOLUNTEERING AS A FACTOR IN THE FORMATION OF MORAL STANDARDS AMONG YOUNG PEOPLE." Education and science journal 20, no. 10 (December 31, 2018): 139–55. http://dx.doi.org/10.17853/1994-5639-2018-10-139-155.
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Introduction.Volunteering is a socially significant activity, which contributes to solving separate acute social issues and showing the best qualities of an individual – compassion, ability to sympathise and readiness to provide assistance to people in need. Through volunteering, a person achieves self-esteem and a feeling of his or her relevance and usefulness. Under the present circumstances, aspects of the study of volunteering and youth attitudes to this concept are especially relevant. Over the last decades, social transformations have occurred, leading to a reassessment of the value system, and, consequently, society has lost its moral compass. Participation in volunteering can become one of the effective factors in the formation of ethical standards and humanistic value orientations among young people.Theaimof the research was to investigate the educational potential of volunteering through studying the attitudes of young people.Methodology and research methods.The research was based on axiological and sociological approaches. In the course of the research, the following methods were used: review and synthesis of historical-philosophical and sociological literature, sociological group face-to-face surveys, and comparative analysis of statistical data. Results and scientific novelty.The authors justified the necessity for moral education of working youth through the involvement of young people in realizing charitable projects and organising philanthropic events. The authors highlighted the aspects of conducting charitable activities in one of the socially-oriented enterprises of the Urals – Sinarsky Pipe Plant. A questionnaire based survey conducted among young workers of that metal manufacturer revealed the fact of mass participation in various charitable activities (out of the sample seize of 180 young workers, 89% of respondents admitted their involvement in philanthropic activities). The respondents expressed interest in charitable projects and readiness to spend own time, energy and money for rendering disinterested targeted assistance to children with special needs and children with disabilities (56.3%), to elderly people living in difficult life situations (52.5%), to stray animals (50.0%), to children suffering from cancer (49.3%). It was concluded that charity work forms ethical standards at young people, and develops altruistic qualities such as disinterestedness and responsiveness, as well as civil consciousness.Practical significance.The research outcomes can be used when preparing, organising and holding charitable work with the aim of bringing up morally and ethically educated young workers, as well as students of educational institutions of different levels.
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Shikako, Keiko, Ebele R. I. Mogo, Valerie Grand-Maison, Robert Simpson, Lesley Pritchard-Wiart, and Annette Majnemer. "Designing User-Centered Mobile Health Initiatives to Promote Healthy Behaviors for Children With Disabilities: Development and Usability Study." JMIR Formative Research 5, no. 9 (September 16, 2021): e23877. http://dx.doi.org/10.2196/23877.
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Background The gap between research and its practical application in community settings limits its impact on public health. Closing this gap has the potential to improve the well-being of underserved groups, such as children with disabilities. Mobile health has the potential to improve access to community resources and support for underserved populations, thereby encouraging improved health behaviors. Objective In this feasibility pilot study, we describe the development of the mobile app Jooay. Jooay was developed in partnership with stakeholders to facilitate access to leisure and physical activity community programs for children and youth with disabilities. We also reflect on the lessons learned throughout the implementation process that are relevant for improving the health behaviors of children with disabilities. Methods We used a participatory action research approach to develop the app. We also administered a survey to current Jooay users and analyzed various app usage indicators to explore use patterns, user feedback, and preferences. Finally, we critically appraised the implementation process through a best practices for implementation research framework. Results We developed a product that responds to users’ identified need to find information and follows accessibility and user-centered design standards. The analysis of usage data revealed that access to the Jooay app is concentrated in urban areas. Perceptions, attitudes, and information needs varied according to the type of user. The use of the mobile app changed over time, and usage decreased after the app was downloaded, indicating a need for the sustained engagement of app users. Users found value in the ability to identify activities that they would not otherwise know about. However, app use alone was not sufficient to improve participation. Although the app was developed based on users’ active input in multiple iterations, we encountered challenges with survey recruitment and attrition, suggesting the need for more seamless and engaging means for collecting data within this population. Conclusions Interactions between users and the app can sustain user engagement and behavior change. We will improve the app’s next iterations by using the information gained from this study to conduct a larger study to assess the relationship among social and material deprivation, urban design, and access to inclusive and adaptive leisure programs. This study will inform the improvement of app listings to improve the use of Jooay by different user groups and promote health through mobile apps for marginalized groups.
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Won, Doyeon, Yoonha Chun, Minsuh Savina Kim, Ian Song Kim, Amber Hyunjin Cheun, Alice Hyoeun Lee, and Sean Youngjae Choi. "Can contactless volunteer activities be an alternative during the COVID-19 pandemic?" Technium Social Sciences Journal 23 (September 9, 2021): 710–24. http://dx.doi.org/10.47577/tssj.v23i1.4362.
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The purpose of this study is to provide a viable alternative for volunteer services which became inactive due to the COVID-19 pandemic. Accordingly, cases of contactless volunteer work involving children using the M Social Welfare Center located in the city of Paju in Gyeonggi-do Province were studied using reputational case selection. The aforementioned children are children whose parents have hearing disabilities (CODAs: child of deaf adults). In all of the examined cases, six sessions of online volunteer work have been carried out with these children. In-depth interviews were conducted with four participants, two non-participants, two of the twelve youth volunteers, and one social worker. The results of the study were as follows: firstly, there are several advantages to online volunteer work such as providing an alternative to the conventional volunteering method during the COVID-19 pandemic, no restrictions of location or place, recipients having their own private space, and the volunteers and recipients being able to open up to each other and being able to grow together through this process. Secondly, issues to be noted during the process are the characteristics of the recipients, the role of social workers, the education of volunteers and the attitude of the volunteers. Finally, aspects that need to be improved are the recognition of online volunteer hours and paralleling online volunteer work with other volunteer methods when the COVID-19 situation improves in the future. Through these findings, this study suggested practical and policy implications.
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Shifrer, Dara, and Daniel Mackin Freeman. "Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312199811. http://dx.doi.org/10.1177/2378023121998116.
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The STEM (science, technology, engineering, and mathematics) potential of youth with cognitive disabilities is often dismissed through problematic perceptions of STEM ability as natural and of youth with cognitive disabilities as unable. National data on more than 15,000 adolescents from the High School Longitudinal Study of 2009 first suggest that, among youth with disabilities, youth with medicated attention-deficit/hyperactivity disorder (ADHD) have the highest levels of STEM achievement, and youth with learning or intellectual disabilities typically have the lowest. Undergraduates with medicated ADHD or autism appear to be more likely to major in STEM than youth without cognitive disabilities, and youth with autism have the most positive STEM attitudes. Finally, results suggest that high school STEM achievement is more salient for college enrollment than STEM-positive attitudes across youth with most disability types, whereas attitudes are more salient than achievement for choosing a STEM major.
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Wędzińska, Magdalena. "SHAPING YOUTH ATTITUDES TOWARDS PEOPLE WITH PHYSICAL DISABILITIES – RESEARCH REPORT." Különleges Bánásmód - Interdiszciplináris folyóirat 6, no. 3 (September 29, 2020): 65–86. http://dx.doi.org/10.18458/kb.2020.3.65.
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The objective of this article is to present the results of studies on attitudes of secondary school students towards people with physical disabilities. The research was conducted among pupils of high schools, technicians, and professional schools in Poland. On the basis of the results of the research, it can be stated that the attitudes of young people towards people with physical disabilities vary (from negative to very positive). Moreover, attitudes towards people with physical disabilities are related to knowledge about physical disability and perception of parents' attitudes towards people with physical disabilities.
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Hahn, Harlan. "Attitudes Toward Disabilities." Journal of Disability Policy Studies 12, no. 1 (June 2001): 40–46. http://dx.doi.org/10.1177/104420730101200105.
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Taylor-Winney, Jennifer J., Leanne S. Giordono, Marilyn K. Lesmeister, Meghann L. Fenn, and Gloria Krahn. "Disability Inclusion in 4-H: Aligned with the Mission, Stopped Short by Methods." Journal of Youth Development 13, no. 3 (September 18, 2018): 191–211. http://dx.doi.org/10.5195/jyd.2018.604.
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Quality out-of-school programs can significantly improve youth development outcomes. Youth with disabilities and special health care needs, who represent 19% of all youth, are less likely than their typically developing peers to participate in out-of-school activities. This qualitative study explored factors that influence the inclusion of youth with disabilities in one state’s 4-H program. Factors that facilitated inclusion were personal attitudes and subjective norms, but lack of knowledge and limited resources led to reactive problem solving rather than proactive, organizational planning. By identifying both the factors that facilitate inclusion and those that prevent it or are perceived as barriers, youth development professionals can target areas of focus to improve inclusion of youth with disabilities in 4-H and potentially other youth development programs.
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NGUYEN, Lan Thi Thai. "VOCATIONAL TRAINING AND JOB-SEEKING FOR ETHNIC YOUTH WITH DISABILITIES: KEY SOCIAL DETERMINANTS." ANTHROPOLOGICAL RESEARCHES AND STUDIES 12, no. 1 (2022): 233–45. http://dx.doi.org/10.26758/12.1.17.
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Objectives. Ethnic minority youth with disabilities have been experiencing multi-challenges in maintaining their wellbeing and social integration. This study was designed to capture the status of ethnic minority youth with disabilities’ vocational training and job placement. Importantly, it analyzed different social influential factors this group has to encounter in the process of being included in the community. Materials and methods. This study employed a mixed method of both quantitative and qualitative approaches. A triangulation data collection strategy was used to generate a broad range of information. It included a survey of 76 ethnic youth with disabilities, qualitative in-depth interviews of six ethnic youth with disabilities and six local officers, and two group discussions among the youth with disabilities and support staff. Results. The key findings show the challenging status of this vulnerable group and their limited involvement in vocational training and fewer opportunities in job seeking. Important social determinants, such as psychosocial problems, limited support from family, lack of accessibility to information, and social support system limitation, including local social services, have been identified as main obstacles for ethnic minority youth with disabilities. Conclusions. Ethnic minority youth with disabilities in Vietnam have experienced multi-social challenges that hinder their personal development and often are excluded from many social activities, including vocational training and job placement. In order to support them, it is vital to provide an appropriate support service system in solving their psychosocial challenges as well as the development of policies that support the families’ livelihood and sustainable development. Keywords: ethnic minority youth with disabilities, vocational training, job-seeking, social determinants.
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Park, Kyoungjin, Jaho Youn, and Joohee Lee. "Youth Platform Workers’ Attitudes towards Social Insurance." Social Welfare Policy and Practice 8, no. 3 (November 30, 2022): 45–87. http://dx.doi.org/10.37342/swpp.2022.8.3.45.
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This study investigates youth platform workers’ labor process and their attitudes towards social insurance, based on 12 in-depth interviews with workers between 19 and under 34 years of age. Possibly due to cut-throat competition among platform workers, participants demonstrated liberal principles such as meritocracy and individualism. The non-transparency of the algorithmic management system severely restricted autonomy of young platform workers. In order to resolve the tension between the promised autonomy and tight technical control, participants seemed to develop the entrepreneurial self. It was found that the main characteristics of the platform labor process could influence the perception of social policy. Despite the labor process that diminished the importance labor and social rights, participants demonstrated the needs for social insurance. This study concludes with policy suggestions for enhancing labor and social rights of platform workers.
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Wolf-Branigin, Michael, Vincent Schuyler, and Patience White. "Improving Quality of Life and Career Attitudes of Youth With Disabilities." Research on Social Work Practice 17, no. 3 (May 2007): 324–33. http://dx.doi.org/10.1177/1049731506295623.
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Husić-Đuzić, Izeta, Ševala Tulumović, and Vesna Bratovčić. "DIFFERENCES IN THE PERCEPTION OF SOCIAL SUPPORT BETWEEN THE YOUTH WITH INVALIDITY AND THE YOUTH WITHOUT INVALIDITY." Journal Human Research in Rehabilitation 8, no. 1 (April 2018): 35–39. http://dx.doi.org/10.21554/hrr.041805.
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The aim of this paper was to identify differences in the perception of social support for young people with and without disabilities in the age of 18-35 in the Tuzla Canton. The sample of examinees consists of two sub-classes. The first subsample is made of young people with disabilities, chronological age 18-35, both sexes (N = 50). The second subsample consists of young people with no disabilities, chronological age 18-35, both sexes (N = 50). The data obtained by the research were processed by the method of parametric and nonparametric statistics. The frequencies, percentages and measures of central tendency (arithmetic mean, standard deviation) are calculated. P-values were used to investigate the differences between the examined variables, and the variance analysis was used to investigate the significance of differences. The results of research on differences in the perception of social support among young people with disabilities and young people without disabilities show that there is a statistically significant difference in the most applied variables. Based on the results obtained in the case of youth with disabilities, it would be advisable to start with integration into social life at all levels.
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Luecking, Richard G. "Employer Perspectives on Hiring and Accommodating Youth in Transition." Journal of Special Education Technology 18, no. 4 (September 2003): 65–72. http://dx.doi.org/10.1177/016264340301800406.
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Work-based experiences are critical educational adjuncts for the career development of youth with disabilities. Such experiences are dependent on willing and available employers. This article examines effective workplace supports and accommodations and relates them to employer perspectives of bringing youth with disabilities into the workplace. Employment supports, including assistive technology, that may be required by youth with disabilities are also examined in relation to typical internal company human resource management practices. A review of the literature and two case study illustrations strongly suggest that employer attitudes toward disability are less significant when deciding to bring youth into the workplace than are other factors, notably the identification of workplace supports, accommodations, and interventions that also contribute to improvement of companies' operational and organizational processes. Combining special education and disability employment interventions with typical company human resource interventions can facilitate the achievement of a more accessible workplace for youth with disabilities. Implications for education and transition programs are discussed.
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PHILLIPS, SARAH, and KENT L. SANDSTROM. "Parental Attitudes toward Youth Work." Youth & Society 22, no. 2 (December 1990): 160–83. http://dx.doi.org/10.1177/0044118x90022002003.
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Karagyozov, Ivan. "An Applied Model’s Capability of Suppervision for Social-Pedagigical Experts in the Field of Social Serveces and Education." Педагогически форум 8, no. 3 (2020): 35–48. http://dx.doi.org/10.15547/pf.2020.021.
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The effectiveness of supervision for professionals from helping professions is indisputable. In our country, the activities for children and youth with disabilities are undertaken by professionals employed in two main areas - education and social services. The last one, participates in supervision partly, for the others there is no such activity. Regarding the interventions related to children and youth with disabilities, there is professional differentiation outside of Bulgaria. A clinical aspect of supervision emerges. These circumstances raise the question of whether a general approach to supervision affects these professionals equally and in the same extent. The answer reveals the significant circumstances and points out the aspects and influence of supervision to the specialists from the fields - education and social services, who work with children and youth people with disabilities.
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Karasova, Tatiana A., Andrey V. Fedorchenko, and Dmitry A. Maryasis. "ISRAELI STUDIES AT THE INSTITUTE OF ORIENTAL STUDIES OF THE RUSSIAN ACADEMY OF SCIENCES: PAGES OF HISTORY (THE BEGINNING OF THE 21ST CENTURY)." Journal of the Institute of Oriental Studies RAS, no. 4 (14) (2020): 219–32. http://dx.doi.org/10.31696/2618-7302-2020-4-219-232.
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The article presents a historical overview of Israeli studies at the Institute of Oriental Studies RAS in the first two decades of the 21st century. The paper demonstrates the main research fields and publications of the Department for the Study of Israel and Jewish Communities, as well as the list of its heads and research fellows. The article shows how, having successfully overcome the difficulties of the 1990s that were rather hard on Russian Academy as a whole, the staff of the Israeli Studies Department in their numerous publications, speeches at Russian and international academic forums tried to respond to the new challenges in a scholarly way. In the 2000s the number of works published on the history of relations between the USSR / Russia and Israel increased, and this trend continued in subsequent years. Access to the archives for the first time made it possible to analyze the formation and development of Soviet-Israeli relations before the break (in 1953). The department expanded the directions of its academic activity. Its topics included such directions as the study of the collective memory of Jews in modern Russia, cultural identity, cultural memory, religious and secular identity of Russian Jews, attitude towards disability and people with disabilities, study of youth communities in Israel, Russia and Europe, the impact of the US-Israeli relations on the US Jewish community. Development of basic methodology for researching the state of Jewish charity in Moscow was one of the new tasks for the fellows of the Department to solve. The novelty of the tasks also included new methodology of researching the economic and socio-political development of Israel using social networks data. The Department continued to study all aspects of the life of the State of Israel — economic, socio-political and cultural processes developing in the Israeli state, including new features in regional policy and the concept of Israeli security. At present, members of the department’s, in addition to their current activities, are implementing a number of promising projects aimed at strengthening the department’s position as the leading center of Israeli studies in the post-Soviet space.
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Ma, Lili, Shuang Chen, Mingjie Zhou, and Jianxin Zhang. "Social Axioms and Implicit Attitudes About People with Disabilities." Social Behavior and Personality: an international journal 40, no. 2 (March 1, 2012): 251–58. http://dx.doi.org/10.2224/sbp.2012.40.2.251.
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We investigated the relationship between social axioms and implicit attitudes toward people with disabilities. Participants were 101 undergraduate students (male = 30, female = 71) from a university in Beijing. Social axioms were assessed using the Social Axioms Survey (Leung et al., 2002) and implicit attitudes were measured using the Implicit Association Test (Greenwald, McGhee, & Schwartz, 1998). Data analysis showed that the social axiom dimension of fate control was negatively related to implicit attitudes toward people with disabilities. None of the other 4 social axiom dimensions was found to be correlated with implicit attitudes.
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Heiman, Tali, Lana C. Zinck, and Nancy L. Heath. "Parents and Youth With Learning Disabilities." Journal of Learning Disabilities 41, no. 6 (April 28, 2008): 524–34. http://dx.doi.org/10.1177/0022219408317860.
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Pak, Lale A., Svetlana B. Lazurenko, Svetlana B. Makarova, Tatyana V. Sviridova, Lyudmila M. Kuzenkova, Alexey L. Kurenkov, Bella I. Bursagova, and Tamara R. Chumbadze. "Somatoneurological and psycho-pedagogical features of children with cerebral palsy in the context of their readiness for training in Paralympic sports." L.O. Badalyan Neurological Journal 2, no. 4 (December 25, 2021): 173–88. http://dx.doi.org/10.46563/2686-8997-2021-2-4-173-188.
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Introduction. Currently, Russia does not have a scientifically grounded medical and psychological support system for disabled children (DC), which allows involving them in classes in children and youth schools of adaptive physical education, preparing the country’s Paralympic DC reserve. Aim of the study. To develop and create a medical support system for the Paralympic DC reserve, capable of improving their quality of life and forming a medical and social lift. Materials and methods. Children aged from 1 year to 18 years had cerebral palsy (CP) with impaired motor functions of levels I and II according to the global motor function assessment system and the Manual Abilities Classification system and their families were monitored. A comprehensive assessment of the somatic, neurological, mental and nutritional status of CP children) was carried out, and a wide range of comorbid pathology was described. After the rehabilitation treatment with the use of complex personalized rehabilitation programs, dynamic monitoring of the condition of patients with cerebral palsy was carried out, followed by an assessment of the effectiveness of rehabilitation treatment and the impact on it the psychological readiness of patients, their parents to engage in Paralympic sports, as well as the socio-economic level of the family. The attitude of CP children and their parents to participate in the Paralympic movement was studied. All patients underwent a comprehensive study of somatic, neurological, orthopaedic, psychological and nutritional status. The socio-hygienic characteristics of families and the rehabilitation potential of DC and their families have been determined. Results. Children with cerebral palsy have a wide range of comorbid pathology, which requires the involvement of specialists of different profiles in the curation of patients. The use of complex personalized rehabilitation programs allows achieving positive dynamics after 14 days of rehabilitation treatment. Early introduction of botulinum therapy in the rehabilitation program of CP patients provides higher efficiency of rehabilitation treatment. Treatment of protein-energy deficiency in CP children should include correction of the diet using specialized products, metabolic therapy, enzyme and complex vitamin preparations. Differentiated medical, psychological and pedagogical counselling of parents of CP children will allow optimizing the solution of the state problem regarding the timely inclusion of persons with disabilities in adaptive physical education classes. Conclusion. The development and creation of a comprehensive medical and psychological support system solve an urgent medical and social problem, ensuring the integration of DC into society and improving the quality of life of both a sick child and his family members.
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Wozencroft, Angela J., Joshua R. Pate, and Haley K. Griffiths. "Experiential Learning and Its Impact on Students’ Attitudes Toward Youth With Disabilities." Journal of Experiential Education 38, no. 2 (February 25, 2014): 129–43. http://dx.doi.org/10.1177/1053825914524363.
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Kirpitchenko, Liudmila, and Fethi Mansouri. "Social Engagement among Migrant Youth: Attitudes and Meanings." Social Inclusion 2, no. 2 (August 20, 2014): 17–27. http://dx.doi.org/10.17645/si.v2i2.163.
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This article explores migrant young people’s engagement, participation and involvement in socially meaningful activities, events and experiences. This type of social participation is approached in the social inclusion literature using the notions of social capital and active citizenship (Bourdieu, 1986; Coleman, 1988; Putnam, 1993; Putnam, 2000). A key objective, therefore, is to explore the attitudes, values and perceptions associated with social participation for young people. They include the meanings that social engagement has for migrant young people, along with drivers and inhibitions to active participation. The article focuses on both the motives for being actively engaged as well as perceived barriers to social engagement. It is based on a large study conducted among migrant young people of African, Arabic-speaking and Pacific Islander backgrounds in Melbourne and Brisbane, and presents both quantitative and qualitative (discursive) snapshots from the overall findings, based on interviews and focus groups. While many studies have centred on the management of migration and migrants, this article draws attention to the individuals’ active position in negotiating, interpreting and appropriating the conditions of social inclusion. Accounting for the multidimensional and multilayered nature of social inclusion, the paper highlights the heuristic role of social engagement in fostering the feelings of belonging and personal growth for migrant youth.
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Shpigelman, Carmit-Noa, Cheryl Zlotnick, and Rachel Brand. "Attitudes Toward Nursing Students With Disabilities: Promoting Social Inclusion." Journal of Nursing Education 55, no. 8 (August 1, 2016): 441–49. http://dx.doi.org/10.3928/01484834-20160715-04.
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AlTarawneh, Rodaina Khader, and Wala'a Etawi. "Self-Determination of Persons with Sensory Disabilities." Journal of Educational and Social Research 12, no. 3 (May 5, 2022): 253. http://dx.doi.org/10.36941/jesr-2022-0084.
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This study aimed to determine female pre-service teachers’ attitudes toward self-determination skills for persons with sensory disabilities. Data were collected using a questionnaire of attitudes toward self-determination skills from 80 female pre-service teachers at Mu’tah University in Jordan to achieve the study’s aims. The findings indicated that their attitudes were positive. There were no statistically significant differences in teachers’ attitudes toward self-determination skills for persons with sensory disabilities depending on the academic year or previous experience with persons with disabilities. In contrast, there were statistically significant differences in attitudes due to the presence of a disability in the individual's family.
Received: 31 October 2021 / Accepted: 18 March 2022 / Published: 5 May 2022
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Jones, Siân, and Adam Rutland. "Attitudes Toward Immigrants Among the Youth." European Psychologist 23, no. 1 (January 2018): 83–92. http://dx.doi.org/10.1027/1016-9040/a000310.
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Abstract. In recent years in our increasingly globalized world in many countries we have seen the rise of anti-immigrant feelings among the youth. This has resulted in both discrimination against immigrants and negative psychological outcomes which harm both the individual and hinder social integration within society. In this article, we highlight how psychological research can play an important role in informing the design and conduct of educational interventions based on intergroup contact theory that are aimed at reducing prejudice toward immigrants. We review recent research showing anti-immigrant attitudes among the youth across the globe, and how these attitudes are related to parental and peer relationships. Research indicates that a color-blind approach to prejudice reduction among youth is not helpful and, in contrast, it suggests a more effective approach could be a multicultural approach to diversity, which celebrates both group differences and similarities while promoting social integration through quality contact between different social groups. Recent psychological research shows that this contact can take many forms, ranging from direct contact (i.e., cross-ethnic friendships), to extended contact (i.e., reading a book in which someone from your group has a positive interaction with someone from another group) and even imagined contact (i.e., engaging in imagined play involving characters from different groups having positive relations). The findings of this research demonstrate that it is possible to challenge anti-immigrant attitudes when and where they develop in young people.
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Nikolić, Milena. "Attitudes of education and rehabilitation students towards individuals with intellectual disabilities." Hrvatska revija za rehabilitacijska istraživanja 57, no. 1 (June 24, 2021): 116–27. http://dx.doi.org/10.31299/hrri.57.1.6.
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The attitudes of education and rehabilitation students towards people with intellectual disabilities are very important, because they aim to be future professionals who will provide educational and rehabilitation treatment to these people, as well as advocates for their rights and needs. This study aimed to analyse the attitudes of students towards people with intellectual disabilities and to determine whether their attitudes differed based on self assessments and sources of knowledge about intellectual disabilities, ways of getting to know a person with intellectual disabilities, and number of years of education. The study involved 100 students undergoing their first cycle of studies at the Faculty for Special Education and Rehabilitation, University of Tuzla. The Mental Retardation Attitude Inventory-Revised (MRAI-R) and a general questionnaire were used in this study. The results show that students express positive attitudes towards people with intellectual disabilities, they are positive about educational integration of these people, and respect their rights. They do not express to need to socially distance from them and do not attribute unfavourable characteristics to these people. There were no differences in attitudes based on self-assessments of knowledge and the sources of knowledge about intellectual disabilities, or the way in which they got to know a person with intellectual disabilities. There was a significant difference in attitudes based on the number of years of education: fourth-year students were observed to express the highest degree of positive attitudes towards people with intellectual disabilities globally and towards the integration of these people in society, and they expressed the lowest level of social distance. Given the small sample of research subjects, as well as the fact that the study involved students of one education and rehabilitation faculty. in Bosnia and Herzegovina, the results obtained and the conclusions derived from them should be considered with caution. Future research should include a larger sample of education and rehabilitation students to verify the results obtained in this study.
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Kowalska, Joanna, and Justyna Winnicka. "Attitudes of undergraduate students towards persons with disabilities; the role of the need for social approval." Polish Psychological Bulletin 44, no. 1 (March 1, 2013): 40–49. http://dx.doi.org/10.2478/ppb-2013-0005.
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Abstract The purpose of this study was a diagnosis of the attitudes of students of Warsaw universities towards people with disabilities and the variables which impacted on these attitudes. Additionally, we examined the relationship between the need for social approval and explicit attitudes towards people with disabilities. The study focused on two components of attitudes: behavioural (measured by preferable social distance - SDSB) and cognitive (tested with a semantic differential scale - SDSO). 318 students completed a survey including a demographic sheet, a social desirability scale, the SDSB and SDSO. The results indicate that students expressed positive attitudes towards people with disabilities. The impact of such variables as gender, the type of disability and the need for social approval was registered and were differentiated in regard to components of attitudes. The results are discussed with reference to earlier research and cues for further studies are suggested.
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Tolor, Alexander, and Daniel Geller. "Psychologists’ Attitudes toward Children Having Various Disabilities." Psychological Reports 60, no. 3_part_2 (June 1987): 1177–78. http://dx.doi.org/10.1177/0033294187060003-234.1.
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Psychologists’ attitudes toward various disabling conditions in children were assessed on three different measures, an Adoption Scale, a Semantic Differential measure, and a Social Distance Scale. Respondents were 61 members of two state psychological associations. Disability-specific and measure-specific attitudes differed from those reported in the literature for other groups.
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Mulvey, Kelly Lynn, Lauren McMillian, Matthew J. Irvin, and Ryan G. Carlson. "Youth Cognition Surrounding Bullying of Peers With Disabilities: Inclusion, Intervention, and the Role of the Group." Journal of Emotional and Behavioral Disorders 28, no. 1 (September 15, 2018): 17–28. http://dx.doi.org/10.1177/1063426618799737.
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Children with disabilities often experience high rates of bullying, teasing, and social exclusion and these experiences are related to a host of negative outcomes for children who are victimized by these forms of bias-based bullying. Little is known, however, about children’s cognition regarding bullying and exclusion of youth with disabilities. The current study measured children’s (9- to 10- and 11- to 12-year-olds; N = 90) social cognition regarding bullying and exclusion of peers with different types of disabilities. Results revealed that children’s expectations of how inclusive their peers would be toward youth with disabilities were related to participants’ own inclusion expectations and that male participants and those who reported greater levels of frustration were less likely to expect that they would include peers with disabilities. Furthermore, participants’ moral judgments about the harmful nature of bullying and their own rates of aggressive behavior were associated with their likelihood of intervening if they observed youth with disabilities being victimized. Finally, results indicated variation in types of intervention behaviors children expected to employ. The findings indicate that youth recognize the importance of challenging bullying and exclusion of youth with disabilities, but that they are also influenced by their perceptions of peer responses.
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Honeycutt, Todd C., Allison V. Thompkins, Maura E. Bardos, and Steven N. Stern. "Youth With Disabilities at the Crossroads." Rehabilitation Counseling Bulletin 60, no. 3 (August 1, 2016): 131–44. http://dx.doi.org/10.1177/0034355215621897.
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State vocational rehabilitation (VR) agencies are well positioned to assist youth aged 16 to 24 years with disabilities who are transitioning from school to work. Using Rehabilitation Services Administration (RSA)-911 records matched to Social Security Administration (SSA) administrative records, this article adds to the knowledge about state VR agency provision of services to youth with disabilities and differences in outcomes based on SSA benefit receipt status. Although agencies’ statistics varied widely, almost one in six SSA beneficiaries who sought VR services had at least 1 month of benefit suspension due to work within 48 months of their VR applications, and about one in 10 VR applicants without SSA benefits at the time of their VR application received SSA benefits within 48 months. SSA beneficiaries received services from VR agencies at the same level as non-SSA beneficiaries, but the levels at which they were employed when they closed from services were lower. The results have two main policy implications. First, the level of resources to which agencies have access may be important in influencing the outcomes we measured. Second, agency differences in the proportion of SSA beneficiaries who eventually had benefit suspension due to work point to the potential for additional gains by agencies in this area.
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Ndari, Susianty selaras, Chandrawaty Chandrawaty, Imam Mujtaba, and Mafaza Conita Ananto. "Children's Outdoor Activities and Parenting Style in Children's Social Skill." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 217–31. http://dx.doi.org/10.21009/jpud.132.02.
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Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills.
Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles
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Lindsay, Sally, Polina Kosareva, Mahadeo Sukhai, Nicole Thomson, and Jennifer Stinson. "Online Self-Determination Toolkit for Youth With Disabilities: Protocol for a Mixed Methods Evaluation Study." JMIR Research Protocols 10, no. 1 (January 11, 2021): e20463. http://dx.doi.org/10.2196/20463.
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Background Youth with disabilities encounter many challenges during their transition to adulthood including finding employment. Jobs are often inaccessible, and youth often face a lack of support, discriminatory attitudes, and sometimes low self-confidence. Therefore, it is critical to help youth enhance their self-determination skills to advocate for their needs in the workplace. Objective The aim of this paper is to describe how an online toolkit aimed to improve self-determination in advocating for needs, including disability disclosure and accommodation requests to employers, was co-created with youth with disabilities. Methods We will use a mixed method design in which qualitative data (ie, focus groups and mentored discussion forum) are collected to understand the contextual factors during the intervention that could affect outcomes or explain results through the pre-post questionnaires. Fifty youths with disabilities aged 15 to 24 years will be recruited. Results Data collection is in progress. Planned analyses include focus groups and pre-post surveys to determine the impact of the intervention on self-determination. A qualitative content analysis of the focus groups and all open-ended survey questions will be conducted to understand the impact of the toolkit. Conclusions Our online toolkit includes evidence-informed content that was co-created with youth who have a disability. It has potential for educational and vocational programming for youth with disabilities. International Registered Report Identifier (IRRID) PRR1-10.2196/20463
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Lindsay, Sally, Polina Kosareva, Mahadeo Sukhai, Nicole Thomson, and Jennifer Stinson. "Online Self-Determination Toolkit for Youth With Disabilities: Protocol for a Mixed Methods Evaluation Study." JMIR Research Protocols 10, no. 1 (January 11, 2021): e20463. http://dx.doi.org/10.2196/20463.
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Background Youth with disabilities encounter many challenges during their transition to adulthood including finding employment. Jobs are often inaccessible, and youth often face a lack of support, discriminatory attitudes, and sometimes low self-confidence. Therefore, it is critical to help youth enhance their self-determination skills to advocate for their needs in the workplace. Objective The aim of this paper is to describe how an online toolkit aimed to improve self-determination in advocating for needs, including disability disclosure and accommodation requests to employers, was co-created with youth with disabilities. Methods We will use a mixed method design in which qualitative data (ie, focus groups and mentored discussion forum) are collected to understand the contextual factors during the intervention that could affect outcomes or explain results through the pre-post questionnaires. Fifty youths with disabilities aged 15 to 24 years will be recruited. Results Data collection is in progress. Planned analyses include focus groups and pre-post surveys to determine the impact of the intervention on self-determination. A qualitative content analysis of the focus groups and all open-ended survey questions will be conducted to understand the impact of the toolkit. Conclusions Our online toolkit includes evidence-informed content that was co-created with youth who have a disability. It has potential for educational and vocational programming for youth with disabilities. International Registered Report Identifier (IRRID) PRR1-10.2196/20463
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Kishi, Gloria S., and Luanna H. Meyer. "What Children Report and Remember: A Six-Year Follow-Up of the Effects of Social Contact between Peers with and without Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 19, no. 4 (December 1994): 277–89. http://dx.doi.org/10.1177/154079699401900404.
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Various models and strategies to promote meaningful social interactions between children with and without severe disabilities have been reported in the special education literature. The reported outcomes associated with these efforts include positive effects on children's attitudes toward disabilities, social competence, and social values (e.g., fairness and community caring). This is an investigation of what teenagers report and remember as a function of elementary school experiences involving different levels of social contact with peers with severe disabilities. Two self-report interpersonal measures were administered to 183 students without disabilities comprising social contact, exposure, and control groups. A subsample of 93 teenagers was interviewed about experiences and attitudes toward persons with disabilities and their memories from earlier school experiences. Analysis of the attitudinal data revealed significantly more positive attitudes, higher levels of current reported social contact, and more support for full community participation as a function of earlier social contact—although all children were relatively positive. The self-concept measure also revealed differences between subgroups of children as a function of gender and condition. The interview data with children in the high social contact group offer caveats for future inclusion efforts to avoid potential negative effects upon children's personal relationships and social attitudes. Suggestions are made for future research to investigate the impact of inclusion on children's socio-personal development and social relationships.
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Novak, Jeanne A., and Patricia M. Rogan. "Social Integration in Employment Settings: Application of Intergroup Contact Theory." Intellectual and Developmental Disabilities 48, no. 1 (February 1, 2010): 31–51. http://dx.doi.org/10.1352/1934-9556-48.1.31.
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Abstract This study used a survey of 106 employment specialists to test the ability of intergroup contact theory to explain social integration outcomes of employees with disabilities. Contact theory suggests that coworkers are more accepting of employees with disabilities if they have sufficient opportunities to interact with them, equal status and interdependent working relationships, and supervisors who support equality and acceptance. The contact model and an expanded model that includes workplace culture significantly predicted not only coworker attitudes toward employees with disabilities but also the employees' level of social participation and feelings of social support. In addition, outcome dependency moderated the relation between the vocational competence of employees with disabilities and coworker attitudes toward them. Study findings have practical implications for facilitating social relationships in the supported workplace.
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Wyche Okpareke, Alicia, and Christine L. Salisbury. "Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities." Journal of Education and Learning 7, no. 2 (December 21, 2017): 126. http://dx.doi.org/10.5539/jel.v7n2p126.
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This study deepens the field’s understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest district in the United States. Direct observation of students’ social behavior, as well as student surveys and context measures, were used to explore associations among student attitudes, their perceived norms, feelings of efficacy, stated intentions and their actions towards peers with disabilities. Results revealed that students without disabilities strong intentions to interact with peers with disabilities were unrelated to their actual behavior. However, students’ attitudes, norms, and feelings of efficacy were predictive of their intentions. Interpretations and implications for understanding the interplay of predisposing factors, intentions to socialize, and actual socializing behavior are discussed.
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Leo, Jennifer Anne, Guy Faulkner, Zlata Volfson, Rebecca Bassett-Gunter, and Kelly Arbour-Nicitopoulos. "Physical Activity Preferences, Attitudes, and Behaviour of Children and Youth With Physical Disabilities." Therapeutic Recreation Journal 52, no. 2 (2018): 140–53. http://dx.doi.org/10.18666/trj-2018-v52-i2-8443.
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VILÀ BAÑOS, Ruth, Assumpta ANEAS ÁLVAREZ, Angelina SÁNCHEZ MARTÍ, and Montserrat FREIXA NIELLA. "High School Students’ Attitudes towards Migrant Youth." Revista de Cercetare si Interventie Sociala, no. 78 (September 15, 2022): 72–86. http://dx.doi.org/10.33788/rcis.78.5.
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The appearance of unaccompanied migrant minors in our communities and the impact they have had on Spanish society, and vice-versa, is a phenomenon of outstanding educational importance, as it has brought into public awareness issues such as child vulnerability and focused our attention on the legal, social and educational policies and resources that are meant to materialise an inclusive, democratic and just society. Around these young people, mainly from the Maghreb and therefore identified with Islam, society has created an image that serves to bolster many Islamophobic, xenophobic and racist discourses emanating from the media and the ideologies of Spanish far-right political parties. This is achieved by generalising the criminal conduct of some migrant youths, by depersonalising them as human beings and by linking news about them to vicarious emotions such as mistrust and the feeling of menace. Recognising the importance of this phenomenon, in this article we present the results of a study aiming to identify and analyse the main stereotypes, attitudes and prejudices that Barcelona secondary-school students have towards unaccompanied migrant minors (MENA in their Spanish initials). To this end a questionnaire based on the Overcoming Prejudice Scale (Etxeberria, Murua, Arrieta, Garmendia & Etxeberria, 2012) was administered. Our findings showed that high-school students hold certain prejudices and stereotypes that should be tackled in order to promote the integration and inclusion of unaccompanied migrant minors and to ensure a culture of peace among young people.
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Keller, Carmen, and Michael Siegrist. "Psychological Resources and Attitudes Toward People With Physical Disabilities." Journal of Applied Social Psychology 40, no. 2 (February 2010): 389–401. http://dx.doi.org/10.1111/j.1559-1816.2009.00579.x.
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Loo, Robert. "Attitudes of Management Undergraduates Toward Employing Persons with Disabilities." Journal of Applied Rehabilitation Counseling 33, no. 2 (June 1, 2002): 24–30. http://dx.doi.org/10.1891/0047-2220.33.2.24.
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Although persons with disabilities make-up approximately 17-20% of the American and Canadian populations, they are very under-represented in the work force. This study used quantitative and qualitative methods to examine the attitudes of 231 Canadian management undergraduates, the next generation of professionals and managers, toward employing persons with disabilities. A 13-item quantitative measure of attitudes toward employing persons with disabilities along with several open-ended qualitative questions and the Marlowe-Crowne Social Desirability scale were used. Overall, the quantitative results showed strong support for organizational actions to employ persons with disabilities and positive attitudes toward persons with disabilities. The qualitative results revealed the complex nature of these attitudes, large individual differences in attitudes, and even conflicting attitudes. Implications and recommendations for organizations and educators are also presented.