Uticaj formiranih uverenja o karakteristikama autizma dece neurotipičnog razvoja na prihvatanje vršnjaka sa autizmom
Sažetak
Cilj ovog istraživanja jeste utvrđivanje uticaja formiranih uverenja o autizmu koje imaju učenici četvrtog, odnosno sedmog razreda osnovne škole na prihvatanje vršnjaka sa autizmom. Uverenje šta je autizam je formirano na osnovu vinjeti koje su konstruisane sa ciljem da objašnjavaju autizam kao oštećenje u oblasti komunikacije, socijalizacije i ograničena/repetitivna interesovanja. Učenici su imali za zadatak da nakon pročitane vinjete popune Upitnik o zajedničkim aktivnostima. Srednje vrednosti ukazuju na umereno pozitivne ponašajne namere u okviru ispitivanih domena (socijalni, akademski i rekreativni). Učenici su radije stupali u zajedničke aktivnosti u okviru socijalnog nego akademskog i rekreativnog domena. Devojčice su u svim ispitivanim domenima iskazale veću spremnost da stupe u zajedničke aktivnosti sa vršnjakinjom sa autizmom nego dečaci. Dečaci su bili spremniji da stupe u zajedničke aktivnosti kada im je formirano uverenje da je autizam poremećaj u socijalizaciji. Iako je globalno posmatrano naš uzorak ispoljio blago pozitivne stavove prema vršnjaku sa autizmom, kada se posmatraju pojedičani ajtemi uviđa se da trećina učenika ne bi spovela određene aktivnosti sa vršnjakom sa autizmom što ukazuje na potrebu intervencija u smeru kreiranja pozitivnijeg stava.
Reference
Bell, S. K., & Morgan, S. B. (2000). Children’s attitudes and behavioral intentions toward a peer presented as obese: Does a medical explanation for the obesity make a difference? Journal of Pediatric Psychology, 25, 137-145.
Bellanca, F. F., & Pote, H. (2013). Children’s attitudes towards ADHD, depression and learning disabilities. Journal of Research in Special Educational Needs, 13(4), 234-241.
Campbell, J. M. (2008). Reliability and validity of the Shared Activities Questionnaire as a measure of middle school students’ attitudes toward autism. Journal of Autism and Developmental Disorders, 38, 1598-1604.
Campbell, J. M. (2007). Middle school students’ sesponse to the self-introduction of a student with autism. Remedial and Special Education, 28, 163-173.
Campbell, J. M., Ferguson, J. E., Herzinger, C. V., Jackson, J. N., & Marino, C. (2004). Combined descriptive and explanatory information improves peers’ perceptions of autism. Research in Developmental Disabilities, 25, 321-339.
Egel, A. L., Richman, G. S., & Koegel, R. L. (1981). Normal peer models and autistic children’s learning. Journal of Applied Behavior Analysis, 14, 3-12.
Garfinkle, A. N., & Schwartz, I. S. (2002). Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26-38.
Fleva, E. (2014). Attitudes and behavioural intentions of typically developing adolescents towards a hypothetical peer with Asperger syndrome. World Journal of Education, 6 (4), 54-65.
Friedrich, S., Morgan, S. B., & Devine, C. (1996). Children’s attitudes and behavioral intentions toward a peer with Tourette’s syndrome. Journal of Pediatric Psychology, 21, 307-319.
Jones, C. D., & Schwartz, I. S. (2004). Siblings, peers, and adults: Differential effects of models for children with autism. Topics in Early Childhood Special Education, 24, 187-198.
Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L., & Paullin, A. W. (2012). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14, 220-227.
Mcmahan, M. M. (2011). Middle school students' willingness to engage in different types of activities with peers: The effect of presence of ADHD symptoms and familiarity with ADHD. Необјављена мастер теза. University of South Florida, College of Education. Preuzeto 05.02.2013. sа http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=4438&context=etd.
Morgan, S. B., Walker, M., Bieberich, A., & Bell, S. (1996). The Shared Activity Questionnaire. Unpublished manuscript, University of Memphis, Memphis, TN.
Morgan, S. B., Bieberich, A. A., Walker, M., & Schwerdtfeger, H. (1998). Children's willingness to share activities with a physically handicapped peer: Am I more willing than my classmates? Journal of Pediatric Psychology, 23, 367-375.
Morton, J. F. (2008). An examination of middle school students’ reported knowledge of autism: using analysis to inform inclusive education. Neobjavljena doktorska disertacija. The University of Georgia, Graduate Faculty. Preuzeto 30.01.2013. sа http://athenaeum.libs.uga.edu/bitstream/handle/10724/12579/morton_jane_f_200805_phd.p df?sequence=1
Nabors, L. A., & Larson, E. R. (2002). The effects of brief interventions on children’s playmate preferences for a child sitting in a wheelchair. Journal of Developmental and Physical Disabilities, 14, 403-413.
Nowicki. E., & Sandieson, R. (2002). A meta-analysis of school-age children’s attitudes towards persons with physical or intellectual disabilities. International Journal of Disability, Development and Education, 49, 243-265.
Ochs, Е., Kremer-Sadlik, Т., Solomon, О. & Sirota, K . G. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10, 399-419.
Olaleye, A., Ogundele, O., Deji, S., Ajayi, O., Olaleye, O. & Adeyanju, T. (2012). Attitudes of students towards peers with disability in an inclusive school in Nigeria. Disability, CBR & Inclusive Development ,23, 65-75.
Rosenbaum, P. L., Armstrong, R. W., & King, S. M. (1988). Determinants of children’s attitudes toward disability: A review of evidence. Child Health Care, 17, 32-39.
Silton, N. R., & Fogel, J. (2012). Enhancing positivne behavioral intentions of typical children towards children with autism. Journal of Cognitive and Behavioral Psychotherapies, 12, 139-158.
Siprstein, G. N., Bak, J. J., & Gottlieb, Y. (1977). Effects of group discussion on children's attitudes toward handicapped peers. The Journal of Educationаl Research, 70,131-134.
Swaim, K. F. & Morgan, S. B. (2001). Children’s attitudes and behavioral intentions toward a peer with autistic behaviors: Does a brief educational intervention have an effect? Journal of Autism and Developmental Disorders, 31, 195-205.
Vignes, C., Godeau, E., Sentenac, M., Coley, N., Navarro, F., Grandjean, H. & Arnaud, C. (2009). Determinants of students' attitudes towards peers with disabilities. Developmental Medicine & Child Neurology, 51, 473-479.
World Health Organisation (1992). ICD-10 classifications of mental and behavioural disorder: clinical descriptions and diagnostic guidelines. Geneva.
Zakon o osnovama sistema obrazovanja i vaspitanja. Službeni Glasnik Republike Srbije, br. 72/2009.