Attitudes of students towards peers with special educational needs in mainstream Portuguese schools

Paulo César Dias*, Christoforos Mamas, Rubina Gomes

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

The purpose of this study was to examine the factors that influence the attitudes of students towards peers identified as having special educational needs (SEN) in Portuguese mainstream schools. Data were collected from a sample of 1093 students from 5th to 9th grade across Madeira Autonomous Region. Data collection instruments included the Chedoke-McMaster Attitudes Towards Children with Special Needs Scale and a brief questionnaire covering sociodemographic and proximity information and knowledge about special needs. The results of multivariate analysis indicate more favourable attitudes in girls, younger participants and those with lower educational levels. Additionally, proximity, contact and knowledge related to special educational needs appear to be determinants of positive attitudes. The discussion of inclusion in schools and gender appear to be the factors most associated with students’ attitudes towards peers with special educational needs in mainstream education. Implications and further studies are presented.

Original languageEnglish
Pages (from-to)636-647
Number of pages12
JournalEuropean Journal of Special Needs Education
Volume35
Issue number5
DOIs
Publication statusPublished - 2020

Keywords

  • Attitudes
  • Inclusion
  • Knowledge
  • Peers
  • Proximity

Fingerprint

Dive into the research topics of 'Attitudes of students towards peers with special educational needs in mainstream Portuguese schools'. Together they form a unique fingerprint.

Cite this