The Difference between Girls and Boys Toward Peers with Intellectual Disabilities : The Effect of Interacting with Intellectually Disabled Peers

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  • チテキ ハッタツ ショウガイジ ニ タイスル イシキ ノ ダンジョサ : コウリュウ タイケン ニ ヨル ヘンカ
  • 知的発達障害児に対する意識の男女差 : 交流体験による変化

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Abstract

The special Olympics (SO), an international volunteer organization providing sports opportunities for people with intellectual disabilities (ID), has promoted school students' introduction of a short-term school based SO program designed to further understanding of SO and people with ID. The students' attitudes toward those with ID before and after the program were monitored and analyzed with attention to the difference between girls and boys. After the school-based SO program, students' recognition and competence assessment of peers with ID, positive interactions with them, and attitudes toward inclusion and understanding of the SO have all changed for the better, most significantly among girls. After a long term program held in a junior high school, on the other hand, there was no difference between girls and boys. The primary factor for increasing understanding of those with ID, over the short term, but also in long term programs, was the experience of the conversation.

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KJ00007107579

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