Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790448
Title: A school based intervention to promote positive attitudes towards, and social inclusion of, children with intellectual disabilities : a feasibility and pilot study
Author: Qureshi, M.
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
Aims: The present study aimed to develop a complex intervention to change attitudes towards and improve social inclusion of children with SEND; evaluate the feasibility of implementing the proposed intervention in a primary school setting; and explore the process of implementing the intervention, including identifying barriers to facilitation. Method: The intervention was delivered to 117 children across four classes in a primary school over five weeks. The children engaged in activities that helped raise their awareness of intellectual disabilities, develop empathy, and build their confidence and self-efficacy. Measures of peer-acceptance, self-efficacy and peer interaction networks were completed at baseline, post intervention, and a two-month follow-up. Interviews were also conducted with teachers alongside classroom discussions to gain feedback on the intervention. Results: The intervention was deemed feasible as determined through recruitment and retention of the pupils, and completion of measures. Preliminary outcomes using repeated measures ANOVA and independent t-tests found no changes on the self-efficacy scale, and modest changes on the peer acceptance scale which were not sustained at follow-up. Qualitative interviews with teachers found the intervention challenged perceptions but required further revision to improve effectiveness including delivery by teachers that would allow scope for sharing personal stories. Analysis of classroom discussions showed children enjoyed the opportunities for active learning and learned valuable lessons, but would welcome greater variety and more opportunities for joint working. Conclusions: The present study successfully designed a complex intervention, the implementation of which was feasible. Although the preliminary findings showed modest change was not sustained over time, a number of process issues were identified to aid further development. Limitations and suggestions for future research are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790448  DOI: Not available
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