Abstract Stigmatization of students with disabilities relates to adverse long-term effects. Research provides evidence that the majority of students maintain negative cognitive and affective attitudes toward peers with disabilities. As these attitudes begin to develop in childhood and directly affect students in the educational context, schools are responsible for addressing this stigma. In order to increase the acceptance of students with disabilities, research supports the use of programs focusing on education, social contact, or advocacy. As the frequency of teachers’ use of empirically-based practices to increase acceptance of students with disabilities is limited, research carries implications for teachers as well as school psychologists, administrators, and educational institutions in providing the appropriate support for teachers to successfully implement strategies to reduce stigma. This article aims to review research on empirically-based practices to address disability stigma in the classroom, inclusive of studies revealing ineffective practices, and discuss practical applications for school psychologists in the school setting.

中文翻译：

---

解决课堂中对污名的污名化的基于经验的实践

摘要残疾学生的污名化与不良的长期影响有关。研究提供的证据表明，大多数学生对残障同伴保持消极的认知和情感态度。随着这些态度在儿童时期开始发展，并直接影响教育背景的学生，学校有责任解决这种污名。为了增加对残障学生的接受程度，研究支持使用着重于教育，社会联系或倡导的计划。由于教师使用基于经验的实践来提高对残障学生的接受度的频率有限，因此研究对教师以及学校心理学家，管理人员，和教育机构为教师提供适当的支持，以成功实施减少污名化的策略。本文旨在回顾基于经验的实践的研究，以解决教室中的残疾污名，包括揭示无效实践的研究，并讨论学校心理学家在学校环境中的实际应用。