The Effect of Awareness Training Programme on School Age Children's Attitudes Towards Children With Special Needs: A Mixed Method Research
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Attitude
- Sponsor
- Mersin University
- Enrollment
- 36
- Locations
- 1
- Primary Endpoint
- Attitudes of school children towards children with special needs ( We will use Chedoke- McMaster Attitude Scale towards Children with Disabilities.)
- Status
- Completed
- Last Updated
- 2 years ago
Overview
Brief Summary
As individuals with special needs take more roles in social life and become more visible, the importance of social acceptance of individuals with special needs has increased.Especially being accepted by their peers with normal development and developing as a part of the society will reduce the burden of care in the society and enable children with special needs to lead a life worthy of human dignity.With this study, it is aimed to support children with normal development to form positive attitudes with awareness training. Qualitative and quantitative data will be used together and the attitude before and after the training will be examined descriptively.
Detailed Description
Attitudes of normally developing children towards special children may be hurtful and affect their development negatively. For this reason, by conducting an educational process in which they can develop positive attitudes, social acceptance of children with special needs can be increased, their development and psychosocial support systems can be established. Within the scope of the advocacy and health promotion role of paediatric nursing, it has the responsibility to create an environment that supports the development of children with special needs and to carry out social awareness studies. In this context, children in the school period, where attitudes, behaviour patterns and habits begin to take shape, should be supported in developing positive attitudes.In this planned study, an eight-week training process will be carried out. It is planned to reveal more comprehensive results by using qualitative and quantitative data collection methods together in the evaluation of attitude changes before and after the training.
Investigators
SÜMEYYE KAYA KOCAGİL
Principal Investigator
Mersin University
Eligibility Criteria
Inclusion Criteria
- •Without any disability
- •Parents and siblings do not have a disability
- •Have the ability to read and write in Turkish
- •No child with a disability in their class
- •Children aged 9-10 years attending primary school in Mersin province
Exclusion Criteria
- •With any disability
- •Parents and siblings have a disability
- •No ability to read and write in Turkish
- •A child with a disability in their class Written, verbal consent is not obtained
Outcomes
Primary Outcomes
Attitudes of school children towards children with special needs ( We will use Chedoke- McMaster Attitude Scale towards Children with Disabilities.)
Time Frame: Before the intervention, Immediately after the intervention and one month after completion of the study.
The scale is a Likert-type scale consisting of 31 items and is based on children's self-reports. The answers are 0 (strongly disagree), 1 (disagree), 2 (not sure), 3 (agree), 4 (strongly agree). A minimum score of 0 and a maximum score of 124 is obtained from the scale. Scores ranging from 0 to 124 points are obtained in the scale (Chedoke- McMaster Attitude Scale towards Children with Disabilities). As the score increases, children's attitudes change positively.