The Relationships between the Attitudes toward Mentally Retarded Children and the Experiences of the Contacts with Mentally Retarded Children in the Normal Children

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  • 精神薄弱児に対する普通児の態度と交流経験との関係
  • セイシン ハクジャクジ ニ タイスル フツウジ ノ タイド ト コウリュウ ケ

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Abstract

In the early researches, it was reported that the normal children who had had many chances to contact with the mentally retarded children had kindlier attitudes toward mentally retarded children than the normal children who had had little chances. This study was conducted to investigate the relationships between the attitudes toward the mentally retarded children and three kinds of the experiences to contact with mentally retarded children in the normal children. In this study, three independent variables were used; the experience of the contacts in the daily life (presence or no presence), the experience of the contacts in the teaching (presence or no presence) and the experience of the contacts in the school events (presence or no presence). All variables were between subjects variables. Then a 2×2×2 factorial design was used. Subjects were 937 normal children in the fourth grade in the elementary schools. They were respectively assigned to one of the 2×2×2 groups, based on the experiences with the mentally retarded children. The dependent variables were two aspects of the attitude; the score of the kindly image on the abilities and personality of the mentally retarded children and the score of the acceptive behavior. The experiences of the contacts were measured by the free answer questions method. The questionnaires of the attitudes were consisted of seven items on the image and seven items on the acceptive behavior. Main results were as follows: 1) The children who had three kinds of the experiences of the contacts were about 7% of all subjects, and the children who had no experience were about 50% of all subjects. These results suggested that teachers should make more efforts to make more chances for the normal children to contact with the mentally retarded children. 2) It was proved that the children who had the experiences of the contacts in the daily life and in the school events were more acceptive than other children. There were not significant relationship between the experience of the contacts in the teaching and the acceptive behaviors. 3) There were positive relationships between the kindly image on the mentally retarded children and the three kinds of the experiences of the contacts, especially the experiences of the contacts in the daily life and in the teaching were important.

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