Type of Contact With People With and Without Disabilities and the Reluctance of College Students Without Disabilities to Interact With Peers With Disabilities

KAWAUCHI KIYOHIKO

doi:10.5926/jjep1953.54.4_509

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障害者等との接触経験の質と障害学生との交流に対する健常学生の抵抗感との関連について
障害者等との接触経験の質と障害学生との交流に対する健常学生の抵抗感との関連について--障害者への関心度,友人関係,援助行動,ボランティア活動を中心に
ショウガイシャトウトノセッショクケイケンノシツトショウガイガクセイトノコウリュウニタイスルケンジョウガクセイノテイコウカントノカンレンニツイテショウガイシャエノカンシンドユウジンカンケイエンジョコウドウボランティアカツドウオチュウシンニ
障害者への関心度, 友人関係, 援助行動, ボランティア活動を中心に

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Description

The present study investigated the relationship between the reluctance of college students without disabilities to interact with peers with disabilities and their history of contact with people with and without disabilities. Contact was classified into 5 types: friendship, transient help, personal help, volunteer activities, and interest in persons with disabilities. College students without disabilities (N=569) answered a questionnaire based on Friendship and Self-Assertiveness subscales that asked about 3 disabling conditions: blindness, deafness, and use of a wheelchair, plus non-disability. The results obtained using quantification theory I indicated that, with respect to contact with people who were blind or deaf, the students who had friends with disabilities and were interested in persons with disabilities showed less reluctance on the Friendship subscale, whereas those willing to give transient help showed less reluctance on the Self-Assertiveness subscale. However, with respect to volunteer activities for people who are deaf, the students who had quit such activities showed more reluctance on both subscales. Finally, a relation was found on the Friendship subscales between the types of disabilities the participants' friends had and the participants' lack of reluctance to interact with peers who had those particular conditions.

Journal

The Japanese Journal of Educational Psychology

The Japanese Journal of Educational Psychology 54 (4), 509-521, 2006

The Japanese Association of Educational Psychology

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