ABSTRACT

Social distance is operationalized as the willingness of respondents of the general population to engage in direct, immediate, reciprocal social interactions with persons of another group and to achieve a degree of closeness through these interactions. The aim of this study was to examine the willingness of students with typical development to accept a certain type of social relations with peers with disabilities in inclusive education, as well as the association of gender and age differences in social distance with the type of disability. A modified Bogardus social distance scale was used for research purposes. The sample consisted of students with typical development sand their peers with disabilities (N-398), aged from 7 to 15 years of age who attend inclusive primary schools on the territory of the Republic of Serbia. The results of the study showed that students with typical development do not generally reject social contacts with their peers with disabilities, as shown by the overall lower social distance, but social distance grew in areas of emotional and physical closeness. Students expressed the highest social distance toward peers with autism, while the lowest social distance was manifested towards peers with sensory impairments. Gender and age differences were confirmed. The girls expressed lower social distance, as did the students of higher school age (from 11 to 15 years of age).

摘要

社会距离被操作化为普通人群的受访者愿意与另一群体的人进行直接、即时、互惠的社会互动，并通过这些互动实现一定程度的亲密。本研究的目的是检验具有典型发展的学生在全纳教育中接受与残疾同伴的某种社会关系的意愿，以及社会距离的性别和年龄差异与残疾类型的关联。修改后的 Bogardus 社交距离量表用于研究目的。样本包括在塞尔维亚共和国境内就读包容性小学的 7 至 15 岁的具有典型发展的学生和他们的残疾同龄人 (N-398)。研究结果表明，具有典型发展的学生一般不会拒绝与残障同龄人的社交接触，这从整体社交距离较低可以看出，但社交距离在情感和身体亲密方面有所增加。学生对自闭症同龄人的社交距离最高，而对有感官障碍的同龄人则表现出最低的社交距离。确认了性别和年龄差异。女孩表示社交距离较短，高年级学生（11 至 15 岁）也是如此。学生对自闭症同龄人的社交距离最高，而对有感官障碍的同龄人则表现出最低的社交距离。确认了性别和年龄差异。女孩表示社交距离较短，高年级学生（11 至 15 岁）也是如此。学生对自闭症同龄人的社交距离最高，而对有感官障碍的同龄人则表现出最低的社交距离。确认了性别和年龄差异。女孩表示社交距离较短，高年级学生（11 至 15 岁）也是如此。