Poor attitudes towards disability held by one’s peers can negatively impact the social experiences of students with exceptionalities. Fortunately, educational intervention efforts can serve to enhance children’s attitudes towards disability. This quasi-experimental study tested the effectiveness of the Tripartite Intervention (TI), a 12-lesson educational intervention aimed at improving students’ attitudes towards disability. Two Grade 4 classes from a large rural school in Southwestern Ontario made up the control and experimental groups. The CATCH scale was used to measure students’ attitudes towards disability before and after the intervention. 2 × 2 mixed ANOVAs were calculated to measure the effectiveness of the intervention. There was a significant main effect for time, but a non-significant interaction effect when global attitude scores were examined. A significant interaction effect was found, however, for the cognitive dimension. These findings indicate that the TI had an impact on how students thought about disability. Determinant factors were also examined. Having a family member was associated with more positive attitudes towards disability, whereas self-reported gender and friendship with someone who has a disability were not. Replication studies on the effects of the TI with larger and more diverse samples are needed.

中文翻译：

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三方干预对学生残疾态度的影响

同龄人对残疾的不良态度会对特殊学生的社会体验产生负面影响。幸运的是，教育干预措施可以提高儿童对残疾的态度。这项准实验研究测试了三方干预 (TI) 的有效性，这是一项 12 节课的教育干预，旨在提高学生对残疾的态度。来自安大略省西南部一所大型乡村学校的两个四年级班级组成了对照组和实验组。CATCH量表用于衡量学生在干预前后对残疾的态度。计算 2 × 2 混合方差分析来衡量干预的有效性。时间有显着的主效应，但在检查全局态度分数时，交互作用不显着。然而，对于认知维度，发现了显着的交互作用。这些发现表明，TI 对学生对残疾的看法产生了影响。还检查了决定因素。拥有家庭成员与对残疾的更积极态度有关，而自我报告的性别和与残疾人的友谊则不然。需要用更大和更多样化的样本对 TI 的影响进行复制研究。拥有家庭成员与对残疾的更积极态度有关，而自我报告的性别和与残疾人的友谊则不然。需要用更大和更多样化的样本对 TI 的影响进行复制研究。拥有家庭成员与对残疾的更积极态度有关，而自我报告的性别和与残疾人的友谊则不然。需要用更大和更多样化的样本对 TI 的影响进行复制研究。