Examining Children’s Attitudes Towards Disability After One Year in a Reverse Integrated Setting
Référence bibliographique 
Sulla, Erin. 2011. «Examining Children’s Attitudes Towards Disability After One Year in a Reverse Integrated Setting». Mémoire de maîtrise, Montréal, Université Concordia, Département des sciences de l’éducation.
Intentions : «The following thesis evaluated a unique reverse integration (RI) program, which has been in effect for many years but has yet to be systematically analyzed, where a few pre-selected typically developing children were integrated into a special education classroom, for the benefit of both children with and without disabilities. The goal of the program is for typically developing children to learn acceptance of difference, and form friendships with children who are unlike themselves.» (p. iii)
Questions/Hypothèses : «1) How do children view their experience in the reverse integrated program and what are their conceptualizations about disability after one year in a reverse integrated program? 2) Why do parents choose to place their children in a reverse integration program and what do they hope that their children gain from the experience? 3) Will children’s attitudes towards disability change over time after a year spent in a reverse integrated setting? 4) Is there a relationship between typically developing children’s social interactions with children with disabilities and their self-report measures of attitude towards disability after one year in a reverse integrated setting?» (p. 27)
Échantillon/Matériau : «The reverse integration program described in the study had 12 children participating in the 2010-2011 school year [in Montreal], and 8 out of the 12 typically developing children in the RI program and their parents volunteered to take part in the study.» (p. 29)
Instruments : - Interview guide (with the children) - Questionnaire (with the parents)
Type de traitement des données : Analyse de contenu et analyse statistique
«This research project explored the developing attitudes of typically developing elementary school children towards children with disabilities throughout one year in the program (N = 8) through in depth interviews, field notes, a focus group, a parental questionnaire, observations and an acceptance towards disability measure. Results showed that typically developing children’s attitudes and conceptualizations about disability changed after one year in a reverse integrated setting. Additionally, their self reports about their attitudes towards disability predicted their actual social interactions with their peers with disabilities.» (p. iii) Note that this research addresses the perception of parents towards their children.