2 research outputs found
Changes of attitudes toward students with Down syndrome using the programs of indirect contact
ΠΡΠΈΠΊΠ°ΡΠ½ΠΎΡΡ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈΠ½Π΄ΠΈΡΠ΅ΠΊΡΠ½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° Π½Π° ΡΠ°Π·Π²ΠΎΡ ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½ΠΈΡΠΈΡ
ΡΡΠ°Π²ΠΎΠ²Π° Π΄ΠΎ ΡΠ°Π΄Π° ΡΠ΅ Π½Π°ΡΡΠ΅ΡΡΠ΅ Π±ΠΈΠ»Π° ΠΏΡΠΎΠ²Π΅ΡΠ°Π²Π°Π½Π° Ρ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° ΠΏΡΠΈΠΏΠ°Π΄Π½ΠΈΠΊΠ΅ ΠΌΠ°ΡΠΈΠ½ΡΠΊΠΈΡ
Π΅ΡΠ½ΠΈΡΠΊΠΈΡ
Π³ΡΡΠΏΠ°. ΠΠ°ΠΊΠΎ ΡΠ΅ ΠΎΠ±ΡΠ°Π²ΡΠ΅Π½ΠΎ Π½Π΅ΠΊΠΎΠ»ΠΈΠΊΠΎ ΡΡΡΠ΄ΠΈΡΠ° ΡΡΠΌΠ΅ΡΠ΅Π½ΠΈΡ
Π½Π° ΠΏΡΠΎΠΌΠ΅Π½Ρ ΡΡΠ°Π²ΠΎΠ²Π° Π΄Π΅ΡΠ΅ ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° ΠΏΡΠ΅ΠΌΠ° Π²ΡΡΡΠ°ΡΠΈΠΌΠ° ΡΠ° ΠΈΠ½ΡΠ΅Π»Π΅ΠΊΡΡΠ°Π»Π½ΠΎΠΌ ΠΎΠΌΠ΅ΡΠ΅Π½ΠΎΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΠΎΠΌ ΠΏΠΎΡΠ΅Π΄ΠΈΠ½ΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈΠ½Π΄ΠΈΡΠ΅ΠΊΡΠ½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ°, ΠΊΠ°ΠΎ ΡΡΠΎ ΡΡ Π΄Π΅ΡΠ΅Π³ΡΠ΅Π³Π°ΡΠΈΡΠ°, ΠΌΠ΅ΡΡΠ³ΡΡΠΏΠ½ΠΈ ΠΊΠΎΠ½ΡΠ°ΠΊΡ ΠΈ Π·Π°ΠΌΠΈΡΡΠ΅Π½ΠΈ ΠΊΠΎΠ½ΡΠ°ΠΊΡ, Π΄ΠΎ ΡΠ°Π΄Π° Π½ΠΈΡΠ΅ ΠΏΡΠΎΠ²Π΅ΡΠ°Π²Π°Π½Π° Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΎΡΡ Π½ΠΈΡΠ΅Π΄Π½ΠΎΠ³ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈΠ½Π΄ΠΈΡΠ΅ΠΊΡΠ½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° Π½Π° ΠΏΡΠΎΠΌΠ΅Π½Ρ ΡΡΠ°Π²ΠΎΠ²Π° ΡΡΠ΅Π½ΠΈΠΊΠ° ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° ΠΏΡΠ΅ΠΌΠ° Π²ΡΡΡΠ°ΡΠΈΠΌΠ° ΡΠ° ΠΠ°ΡΠ½ΠΎΠ²ΠΈΠΌ ΡΠΈΠ½Π΄ΡoΠΌΠΎΠΌ.
ΠΡΠΈΠΊΠ°Π·Π°Π½ΠΎ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ΅ ΡΠ΅ ΡΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΎ ΡΠ° ΡΠΈΡΠ΅ΠΌ Π΄Π° ΡΠ΅ ΡΡΠ²ΡΠ΄ΠΈ ΡΡΠΈΡΠ°Ρ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΏΡΠΎΡΠΈΡΠ΅Π½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° ΠΊΠΎΡΠΈ ΠΎΠ±ΡΡ
Π²Π°ΡΠ° ΠΌΠΎΠ΄Π΅Π»Π΅ Π΄Π΅ΡΠ΅Π³ΡΠ΅Π³Π°ΡΠΈΡΠ΅, ΠΌΠ΅ΡΡΠ³ΡΡΠΏΠ½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ°, Π·Π°ΡΠ΅Π΄Π½ΠΈΡΠΊΠΎΠ³ ΡΠ½ΡΡΠ°ΡΠ³ΡΡΠΏΠ½ΠΎΠ³ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ΅ΡΠ° ΠΈ Π΄Π²ΠΎΡΡΡΡΠΊΠΎΠ³ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ΅ΡΠ°, ΠΊΠ°ΠΎ ΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° Π·Π°ΠΌΠΈΡΡΠ΅Π½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° Π½Π° ΠΏΡΠΎΠΌΠ΅Π½Ρ ΡΡΠ°Π²ΠΎΠ²Π° ΡΡΠ΅Π½ΠΈΠΊΠ° ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° ΠΏΡΠ΅ΠΌΠ° Π²ΡΡΡΠ°ΡΠΈΠΌΠ° ΡΠ° ΠΠ°ΡΠ½ΠΎΠ²ΠΈΠΌ ΡΠΈΠ½Π΄ΡΠΎΠΌΠΎΠΌ. ΠΠΎΡΠ΅Π΄ ΡΠΎΠ³Π°, ΡΡΡΠ΄ΠΈΡΠ° ΡΠ΅ Π±ΠΈΠ»Π° ΡΡΠΌΠ΅ΡΠ΅Π½Π° Π½Π° ΡΡΠ²ΡΡΠΈΠ²Π°ΡΠ΅ Π΄Π° Π»ΠΈ ΡΠ΅ ΠΎΠ²ΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΈ ΡΠ°Π·Π»ΠΈΠΊΡΡΡ Ρ ΠΏΠΎΠ³Π»Π΅Π΄Ρ Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΎΡΡΠΈ Ρ ΠΏΡΠΎΠΌΠ΅Π½ΠΈ ΡΡΠ°Π²ΠΎΠ²Π°, ΠΊΠ°ΠΎ ΠΈ Π΄Π° Π»ΠΈ ΡΠ΅ ΠΏΡΠΎΠΌΠ΅Π½Π΅ ΡΡΠ°Π²ΠΎΠ²Π° ΠΎΠ΄ΡΠΆΠ°Π²Π°ΡΡ ΡΠΎΠΊΠΎΠΌ Π²ΡΠ΅ΠΌΠ΅Π½Π°. Π’Π°ΠΊΠΎΡΠ΅, ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ΅ ΡΠ΅ ΠΈΠΌΠ°Π»ΠΎ Π·Π° ΡΠΈΡ Π΄Π° ΡΡΠ²ΡΠ΄ΠΈ Π΄Π° Π»ΠΈ ΡΠ°Π·Π»ΠΈΠΊΠ΅ ΠΌΠ΅ΡΡ ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΡΠΈΠΌΠ° Ρ ΠΏΠΎΠ³Π»Π΅Π΄Ρ ΡΡΠ΅ΡΡΠ°Π»ΠΎΡΡΠΈ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° ΡΠ° ΠΎΡΠΎΠ±Π°ΠΌΠ° ΡΠ° ΠΠ°ΡΠ½ΠΎΠ²ΠΈΠΌ ΡΠΈΠ½Π΄ΡΠΎΠΌΠΎΠΌ, Π·Π½Π°ΡΠ° ΠΎ ΠΠ°ΡΠ½ΠΎΠ²ΠΎΠΌ ΡΠΈΠ½Π΄ΡΠΎΠΌΡ, Π΅ΠΌΠΏΠ°ΡΠΈΡΠ΅, ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΡΠ΅ Π΄Π°Π²Π°ΡΠ° ΡΠΎΡΠΈΡΠ°Π»Π½ΠΎ ΠΏΠΎΠΆΠ΅ΡΠ½ΠΈΡ
ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠ° ΠΈ ΠΏΠΎΠ»Π° ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΠΊΠ° ΠΈΠΌΠ°ΡΡ ΡΡΠΈΡΠ°Ρ Π½Π° Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΎΡΡ ΠΏΡΠΈΠΌΠ΅ΡΠ΅Π½ΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ°...The efficiency of programs of indirect contact on the development of positive attitudes has so far mostly been checked in relation to minority ethnic groups. Although several studies have been published aimed at changing the attitudes of typically development children towards peers with intellectual disabilities using certain programs of indirect contact, such as desegregation, intergroup contact and imagined contact, the effectiveness of any program of indirect contact on the change of typically development students' attitudes towards peers with Down syndrome has not been explored.
The following research was conducted in order to determine the effect of the extended contact program, which includes models of desegregation, intergroup contact, common ingroup identity and dual identity, as well as the program of imagined contact on the change of attitudes of typically development students toward their peers with Down syndrome. In addition, the study was aimed at determining whether these programs differ in terms of effectiveness in changing attitudes, as well as whether the changes in attitudes held over time. Furthermore, the study was aimed at determining whether the differences among the respondents regarding the frequency of their contact with people with Down syndrome, knowledge about Down syndrome, empathy, tendency of giving socially desirable responses, and gender of the respondents have an impact on the effectiveness of the applied programs..
Changes of attitudes toward students with Down syndrome using the programs of indirect contact
ΠΡΠΈΠΊΠ°ΡΠ½ΠΎΡΡ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈΠ½Π΄ΠΈΡΠ΅ΠΊΡΠ½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° Π½Π° ΡΠ°Π·Π²ΠΎΡ ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½ΠΈΡΠΈΡ
ΡΡΠ°Π²ΠΎΠ²Π° Π΄ΠΎ ΡΠ°Π΄Π° ΡΠ΅ Π½Π°ΡΡΠ΅ΡΡΠ΅ Π±ΠΈΠ»Π° ΠΏΡΠΎΠ²Π΅ΡΠ°Π²Π°Π½Π° Ρ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° ΠΏΡΠΈΠΏΠ°Π΄Π½ΠΈΠΊΠ΅ ΠΌΠ°ΡΠΈΠ½ΡΠΊΠΈΡ
Π΅ΡΠ½ΠΈΡΠΊΠΈΡ
Π³ΡΡΠΏΠ°. ΠΠ°ΠΊΠΎ ΡΠ΅ ΠΎΠ±ΡΠ°Π²ΡΠ΅Π½ΠΎ Π½Π΅ΠΊΠΎΠ»ΠΈΠΊΠΎ ΡΡΡΠ΄ΠΈΡΠ° ΡΡΠΌΠ΅ΡΠ΅Π½ΠΈΡ
Π½Π° ΠΏΡΠΎΠΌΠ΅Π½Ρ ΡΡΠ°Π²ΠΎΠ²Π° Π΄Π΅ΡΠ΅ ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° ΠΏΡΠ΅ΠΌΠ° Π²ΡΡΡΠ°ΡΠΈΠΌΠ° ΡΠ° ΠΈΠ½ΡΠ΅Π»Π΅ΠΊΡΡΠ°Π»Π½ΠΎΠΌ ΠΎΠΌΠ΅ΡΠ΅Π½ΠΎΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΠΎΠΌ ΠΏΠΎΡΠ΅Π΄ΠΈΠ½ΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈΠ½Π΄ΠΈΡΠ΅ΠΊΡΠ½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ°, ΠΊΠ°ΠΎ ΡΡΠΎ ΡΡ Π΄Π΅ΡΠ΅Π³ΡΠ΅Π³Π°ΡΠΈΡΠ°, ΠΌΠ΅ΡΡΠ³ΡΡΠΏΠ½ΠΈ ΠΊΠΎΠ½ΡΠ°ΠΊΡ ΠΈ Π·Π°ΠΌΠΈΡΡΠ΅Π½ΠΈ ΠΊΠΎΠ½ΡΠ°ΠΊΡ, Π΄ΠΎ ΡΠ°Π΄Π° Π½ΠΈΡΠ΅ ΠΏΡΠΎΠ²Π΅ΡΠ°Π²Π°Π½Π° Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΎΡΡ Π½ΠΈΡΠ΅Π΄Π½ΠΎΠ³ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈΠ½Π΄ΠΈΡΠ΅ΠΊΡΠ½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° Π½Π° ΠΏΡΠΎΠΌΠ΅Π½Ρ ΡΡΠ°Π²ΠΎΠ²Π° ΡΡΠ΅Π½ΠΈΠΊΠ° ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° ΠΏΡΠ΅ΠΌΠ° Π²ΡΡΡΠ°ΡΠΈΠΌΠ° ΡΠ° ΠΠ°ΡΠ½ΠΎΠ²ΠΈΠΌ ΡΠΈΠ½Π΄ΡoΠΌΠΎΠΌ.
ΠΡΠΈΠΊΠ°Π·Π°Π½ΠΎ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ΅ ΡΠ΅ ΡΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΎ ΡΠ° ΡΠΈΡΠ΅ΠΌ Π΄Π° ΡΠ΅ ΡΡΠ²ΡΠ΄ΠΈ ΡΡΠΈΡΠ°Ρ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΏΡΠΎΡΠΈΡΠ΅Π½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° ΠΊΠΎΡΠΈ ΠΎΠ±ΡΡ
Π²Π°ΡΠ° ΠΌΠΎΠ΄Π΅Π»Π΅ Π΄Π΅ΡΠ΅Π³ΡΠ΅Π³Π°ΡΠΈΡΠ΅, ΠΌΠ΅ΡΡΠ³ΡΡΠΏΠ½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ°, Π·Π°ΡΠ΅Π΄Π½ΠΈΡΠΊΠΎΠ³ ΡΠ½ΡΡΠ°ΡΠ³ΡΡΠΏΠ½ΠΎΠ³ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ΅ΡΠ° ΠΈ Π΄Π²ΠΎΡΡΡΡΠΊΠΎΠ³ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ΅ΡΠ°, ΠΊΠ°ΠΎ ΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° Π·Π°ΠΌΠΈΡΡΠ΅Π½ΠΎΠ³ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° Π½Π° ΠΏΡΠΎΠΌΠ΅Π½Ρ ΡΡΠ°Π²ΠΎΠ²Π° ΡΡΠ΅Π½ΠΈΠΊΠ° ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° ΠΏΡΠ΅ΠΌΠ° Π²ΡΡΡΠ°ΡΠΈΠΌΠ° ΡΠ° ΠΠ°ΡΠ½ΠΎΠ²ΠΈΠΌ ΡΠΈΠ½Π΄ΡΠΎΠΌΠΎΠΌ. ΠΠΎΡΠ΅Π΄ ΡΠΎΠ³Π°, ΡΡΡΠ΄ΠΈΡΠ° ΡΠ΅ Π±ΠΈΠ»Π° ΡΡΠΌΠ΅ΡΠ΅Π½Π° Π½Π° ΡΡΠ²ΡΡΠΈΠ²Π°ΡΠ΅ Π΄Π° Π»ΠΈ ΡΠ΅ ΠΎΠ²ΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΈ ΡΠ°Π·Π»ΠΈΠΊΡΡΡ Ρ ΠΏΠΎΠ³Π»Π΅Π΄Ρ Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΎΡΡΠΈ Ρ ΠΏΡΠΎΠΌΠ΅Π½ΠΈ ΡΡΠ°Π²ΠΎΠ²Π°, ΠΊΠ°ΠΎ ΠΈ Π΄Π° Π»ΠΈ ΡΠ΅ ΠΏΡΠΎΠΌΠ΅Π½Π΅ ΡΡΠ°Π²ΠΎΠ²Π° ΠΎΠ΄ΡΠΆΠ°Π²Π°ΡΡ ΡΠΎΠΊΠΎΠΌ Π²ΡΠ΅ΠΌΠ΅Π½Π°. Π’Π°ΠΊΠΎΡΠ΅, ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ΅ ΡΠ΅ ΠΈΠΌΠ°Π»ΠΎ Π·Π° ΡΠΈΡ Π΄Π° ΡΡΠ²ΡΠ΄ΠΈ Π΄Π° Π»ΠΈ ΡΠ°Π·Π»ΠΈΠΊΠ΅ ΠΌΠ΅ΡΡ ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΡΠΈΠΌΠ° Ρ ΠΏΠΎΠ³Π»Π΅Π΄Ρ ΡΡΠ΅ΡΡΠ°Π»ΠΎΡΡΠΈ ΠΊΠΎΠ½ΡΠ°ΠΊΡΠ° ΡΠ° ΠΎΡΠΎΠ±Π°ΠΌΠ° ΡΠ° ΠΠ°ΡΠ½ΠΎΠ²ΠΈΠΌ ΡΠΈΠ½Π΄ΡΠΎΠΌΠΎΠΌ, Π·Π½Π°ΡΠ° ΠΎ ΠΠ°ΡΠ½ΠΎΠ²ΠΎΠΌ ΡΠΈΠ½Π΄ΡΠΎΠΌΡ, Π΅ΠΌΠΏΠ°ΡΠΈΡΠ΅, ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΡΠ΅ Π΄Π°Π²Π°ΡΠ° ΡΠΎΡΠΈΡΠ°Π»Π½ΠΎ ΠΏΠΎΠΆΠ΅ΡΠ½ΠΈΡ
ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠ° ΠΈ ΠΏΠΎΠ»Π° ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΠΊΠ° ΠΈΠΌΠ°ΡΡ ΡΡΠΈΡΠ°Ρ Π½Π° Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΎΡΡ ΠΏΡΠΈΠΌΠ΅ΡΠ΅Π½ΠΈΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ°...The efficiency of programs of indirect contact on the development of positive attitudes has so far mostly been checked in relation to minority ethnic groups. Although several studies have been published aimed at changing the attitudes of typically development children towards peers with intellectual disabilities using certain programs of indirect contact, such as desegregation, intergroup contact and imagined contact, the effectiveness of any program of indirect contact on the change of typically development students' attitudes towards peers with Down syndrome has not been explored.
The following research was conducted in order to determine the effect of the extended contact program, which includes models of desegregation, intergroup contact, common ingroup identity and dual identity, as well as the program of imagined contact on the change of attitudes of typically development students toward their peers with Down syndrome. In addition, the study was aimed at determining whether these programs differ in terms of effectiveness in changing attitudes, as well as whether the changes in attitudes held over time. Furthermore, the study was aimed at determining whether the differences among the respondents regarding the frequency of their contact with people with Down syndrome, knowledge about Down syndrome, empathy, tendency of giving socially desirable responses, and gender of the respondents have an impact on the effectiveness of the applied programs..