This review provides an overview of definitions and measurements of ‘Social Distance’ and attitudes children without disabilities carry towards children with disabilities. Measures include explicit and implicit approaches but clearly, the ‘Bogardus Social Distance Scale’ (A Social Distance Scale, 1933, 14 May 2014) is the most used scale in research, yet it is outdated. For a deeper look into what impacts children's ‘Social Distance’ in inclusive school settings and in order to find measurable constructs, relevant attitude questionnaires are discussed. To bring long-used measures and attitudes together, a comprehensive model of ‘Social distance’ is introduced. This model integrates the classical view on ‘Social Distance’ as interaction willingness with feelings associated with this interaction and includes attitudes children carry towards individuals and towards the group the interaction partner is believed to belong to. In summary, this paper shows the need for a more comprehensive and precise measure on how school children really engage with one another.

中文翻译：

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我同意坐在你旁边。那是说我喜欢你吗？使用错误的标尺测量——缺乏包容性学校发展和研究的“社会距离”措施——文献综述

本综述概述了“社交距离”的定义和衡量标准，以及非残疾儿童对残疾儿童的态度。测量包括显式和隐式方法，但很明显，“Bogardus 社会距离量表”（A Social Distance Scale，1933 年，2014 年 5 月 14 日）是研究中最常用的量表，但它已经过时了。为了更深入地了解在包容性学校环境中影响儿童“社交距离”的因素，并为了找到可衡量的结构，讨论了相关的态度问卷。为了将长期使用的措施和态度结合在一起，引入了“社交距离”的综合模型。该模型将“社交距离”的经典观点整合为互动意愿与与这种互动相关的感受，并包括儿童对个人和互动伙伴被认为所属的群体所持的态度。总而言之，本文表明需要更全面、更准确地衡量学童之间的真正互动方式。