Children’s Attitudes Toward Peers with Severe Disabilities: Revisiting Contact Theory

By David Slininger, C. Sherrill, C. Jankowski. 2000

172 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fab7ae1613ede8de5168ed2895c19576edccb7de

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Ha
2. Jing Qi
3. A. MacPhail

In Safety Research

1. A. Ha
2. Jing Qi
3. Justin A. Haegele

In Sociology and Political Science

1. Kimberly Place
2. A. Ha
3. Jing Qi
4. A. MacPhail
5. Samuel Hodge
6. Justin A. Haegele
7. J. Halbert

Citations in the corpus

• Physical education students’ attitudes and self‐efficacy towards the participation of children with special needs in regular classes (2005, background): “…review of attitude theories relevant to adapted physical activity (Tripp & Sherrill, 1991), contact theory (Allport, 1954) has received considerable empirical and practical attention in the last 15 years (e.g. Kisabeth & Richardson, 1985; Stewart, 1988; Tripp et al., 1995; Slininger et al., 2000).”
• Social Inclusion of Students with Physical Disabilities in General Physical Education: A Behavioral Analysis (2001, background): “…of inclusion, not until recent years has research evidence supported such claims relative to students with physical and/or other severe disabilities (Block & Zeman, 1996; Goodwin & Watkinson, 2000; Murata & Jansma, 1997; Slininger et al., 2000; Vogler, Koranda, & Romance, 2000; Webb, 2000).”
• Impact of Inclusion in General Physical Education on Students Without Disabilities (2003, background): “This positive tendency may reflect overall trust within this particular school that has supported inclusion and acceptance of all (Slininger et al., 2000).”
• Irish physical educators’ attitude toward teaching students with special educational needs (2006, background): “A plausible reason for this is the hypothesis that females are socialized to be more caring and nurturing than males and thus are more likely to acquire ‘handson’ experience at early ages with individuals needing help (Jordan et al., 1991; Osmond and Thorne, 1993).”
• Inclusion in Physical Education: A review of literature (2012, methodology): “…can gain from social interactions, particularly if such interactions are positive (e.g., supportive, cooperative, respectful), frequent, and meaningful, and if equal status relationships are encouraged and formed (Sherrill, Heikinaro-Johansson, & Slininger, 1994; Slininger et al., 2000).”