RELATIONSHIP BETWEEN ENROLLMENT IN AN INCLUSIVE CLASS AND PRESCHOOL CHILDRENS IDEAS ABOUT PEOPLE WITH DISABILITIES

This research examines the relationships between participation in an i nclusive preschool program, children's understanding of disabilities, and their acceptance of children with disabilities. Subjects were pres chool children enrolled in regular (n = 31) and inclusive (n = 29) pro grams. Children's understanding of competencies associated with specif ic disabilities, and their general acceptance of others, were assessed using interview questions and dolls. Children were interviewed to lea rn their ideas about tile immediate and long-term consequences of phys ical and sensory disabilities, in addition, children provided ratings of the social acceptance of hypothetical children with and without dis abilities. Children in inclusive classes had, more knowledge about lon g-term consequences of disabilities than did children In regular presc hool classes. In addition, children in inclusive settings gave signifi cantly higher acceptance ratings to children with and without disabili ties than did children in regular preschool classes. Finally it was fo und that children's knowledge of disabilities, their overall acceptanc e of individuals without disabilities, and their participation in an i nclusive class contributed significantly and independently to their ac ceptance of children with disabilities.