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Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders

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Abstract

This study aimed to measure the effects of contact with integrated students with autism spectrum disorders (ASD) on the knowledge, attitudes and empathy of children (n = 224) from grades 4–6. A comparison group of children (n = 251) who had no contact with classmates with ASD was also included. All participants completed self-report instruments. The implementation of multilevel modeling and moderation analysis indicated significant effects on all dependent variables as well as differences across gender and grades. Implications are discussed regarding the role of contact on peers’ conceptions of autism and their attitudes towards children with ASD within inclusionary settings.

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Acknowledgments

This project was funded by the European Union and the Greek Ministry of Education, Lifelong Education, Religious Affairs and Sports. Special thanks are extended to all the children who participated in this research as well the teachers and the principals who warmly supported this study. Also, the author wishes to express her appreciation to Elena Kaklamanaki (special education teacher) for her untiring assistance in the data entry.

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Authors and Affiliations

  1. Department of Special Education, University of Thessaly, Argonafton & Filellinon, 38221, Volos, Greece

    Sophia Mavropoulou

  2. Clinical Research Center, Children’s Hospital, Harvard Medical School, 300 Longwood Ave., Boston, MA, 012125, USA

    Georgios D. Sideridis

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  1. Sophia Mavropoulou
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  2. Georgios D. Sideridis
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Correspondence to Sophia Mavropoulou.

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Mavropoulou, S., Sideridis, G.D. Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders. J Autism Dev Disord 44, 1867–1885 (2014). https://doi.org/10.1007/s10803-014-2059-0

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