Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14263
Title: 
Authors: 
Keywords: 
Social inclusion
University
Mental retardation
China
Issue Date: 
2012
Citation: 
Li, C., Tsoi, E. W. S., & Wang, J. C. K. (2012). Chinese college students’ attitudes toward people with intellectual disabilities: Differences by study major, gender, contact, and knowledge. International Journal of Developmental Disabilities, 58(3), 137-144.
Abstract: 
Background: This study examined the relationship between college students' attitudes toward inclusion of people with intellectual disabilities (ID) by field of study, gender, age, personal contact and knowledge of ID.
Method: One hundred and forty students from an university of education and one hundred and thirty six medical students from another university took part in the study.
Results: Independent t-tests showed that gender had a main affect on students' attitudes toward inclusion. Female students expressed more positive attitudes than male students. Study major was not a factor affecting college students' attitudes toward inclusion. There was a mild positive association between attitudes toward integration and one's contact and knowledge regarding ID.
Conclusions: More studies need to be conducted to understand the relationship between people's attitudes toward inclusion and knowledge and contact of ID through constructing a new instrument for understanding in depth on participants' knowledge and contact.
Description: 
This is the final draft, after peer-review, of a manuscript published in the International Journal of Developmental Disabilities. The published version is available online at http://www.maneyonline.com/doi/abs/10.1179/2047386912Z.00000000014
URI: 
ISSN: 
2047-3869
Other Identifiers: 
10.1179/2047386912Z.00000000014
Appears in Collections:Journal Articles

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