Covert-overt prejudices towards the intellectual disabilities at school

A study on teachers and non-teachers of southern Italy

Datos Bibliográficos

ID21621976
AutoresRoberto Marcone (0000-0002-7871-3575, University of Campania "Luigi Vanvitelli", autor de correspondencia), Antonietta Caputo (University of Campania "Luigi Vanvitelli")
Año2023
Volumen42
Número8
Páginas6339-6346
Fecha de publicación2023-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCurrent Psychology (JOURNAL)
Identificadores de la revistaISSN: 1046-1310 • E-ISSN: 1936-4733
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s12144-021-01964-5
OpenAlexW3172734905
IdiomaEN
Citas recibidas1
Referencias citadas32

Intellectual Disabilities (ID) is a neurodevelopmental disorder with considerable individual variability in type and severity. Due to overt and covert prejudices around ID, however, society tends to generalize this condition. Also, in schools, teachers’ attitudes toward students with IDs often differ from those toward regular students. The purpose of this study is to examine the levels of overt and covert prejudices toward ID of curricular and support teachers and non-teachers, in a sample of Southern Italian citizens, by evaluating age, gender and socioeconomic differences, as well as the associations of prejudice with education about and contact with ID. Six hundred and sixty-four participants (484 F; 38% teachers), 18–70 years old ( M = 38.72; SD = 14.79) participated in the study. The Modern and Classical Prejudices Scale was administered in paper and online forms. Sociodemographic measures, as well as measures around ID education and contact with people with ID were collected. The results show that teachers had higher levels of classical prejudices compared to non-teacher participants. Teachers of primary schools showed higher levels of classical and modern prejudices. No gender and socioeconomic status (SES) differences were found in the whole sample. The entry of children with Intellectual Disabilities into primary school can be strongly influenced by teachers’ prejudices. Therefore, the need for teachers’ information and training on Intellectual Disabilities is evident

Covert · Developmental psychology · Intellectual disability · Psychiatry · Socioeconomic status · Demography · Disability Education and Employment · Disability Rights and Representation · Inclusion and Disability in Education and Sport · Psychology · Social Psychology