Maria Cristina Ginevra, Maria Anna Donati, Isabella Valbusa, Caterina Primi, Sara Santilli, Laura Nota
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The present study investigated the effect of type of disability and school grade level on knowledge of the causes of four disabilities (i.e., hearing, visual, motor and intellectual), misconceptions about the causes of these disabilities and knowledge of the functioning of peers with disabilities.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A sample of 868 Italian students (M<sub>age</sub> = 9.92, SD = 2.33; school grade levels 1–8; 436 boys and 432 girls) was interviewed about their knowledge of causes of four disabilities, potential misconceptions and the knowledge of functioning of peers with disabilities. Mixed-effects models were applied with the GAMLj module of the JAMOVI statistical platform. The effects of type of disability and school grade level and their interaction were estimated as fixed effects, and gender was introduced as a control variable.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Mixed-model analyses found a main effect of type of disability for knowledge and misconceptions about the causes of disabilities and knowledge of the functioning of peers with disabilities. A main effect for school grade level was also found, showing a progressive growth trend in knowledge of the causes of disabilities and of the functioning of peers with disabilities and a decrease in misconceptions with the increase in school grade levels. Lastly, a significant interaction effect of Type of Disability × School Grade Level was found for knowledge and misconceptions about the causes of disabilities, suggesting that the effect of school grade level varied across the type of disability.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Overall, the study found that children and preadolescents have a rudimentary and limited understanding of disabilities, suggesting the necessity for a specific formal education about disabilities during the school years for children and preadolescents.</p>\n </section>\n </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.13333","citationCount":"0","resultStr":"{\"title\":\"Knowledge and Misconceptions About the Causes of Disabilities and Functioning in Children and Preadolescents: Mixed-Models Analyses\",\"authors\":\"Maria Cristina Ginevra, Maria Anna Donati, Isabella Valbusa, Caterina Primi, Sara Santilli, Laura Nota\",\"doi\":\"10.1111/cch.13333\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Accurate knowledge of disabilities is connected to social acceptance and a high chance of initiating and facilitating meaningful social interactions with students with disabilities. 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Knowledge and Misconceptions About the Causes of Disabilities and Functioning in Children and Preadolescents: Mixed-Models Analyses
Background
Accurate knowledge of disabilities is connected to social acceptance and a high chance of initiating and facilitating meaningful social interactions with students with disabilities. The present study investigated the effect of type of disability and school grade level on knowledge of the causes of four disabilities (i.e., hearing, visual, motor and intellectual), misconceptions about the causes of these disabilities and knowledge of the functioning of peers with disabilities.
Methods
A sample of 868 Italian students (Mage = 9.92, SD = 2.33; school grade levels 1–8; 436 boys and 432 girls) was interviewed about their knowledge of causes of four disabilities, potential misconceptions and the knowledge of functioning of peers with disabilities. Mixed-effects models were applied with the GAMLj module of the JAMOVI statistical platform. The effects of type of disability and school grade level and their interaction were estimated as fixed effects, and gender was introduced as a control variable.
Results
Mixed-model analyses found a main effect of type of disability for knowledge and misconceptions about the causes of disabilities and knowledge of the functioning of peers with disabilities. A main effect for school grade level was also found, showing a progressive growth trend in knowledge of the causes of disabilities and of the functioning of peers with disabilities and a decrease in misconceptions with the increase in school grade levels. Lastly, a significant interaction effect of Type of Disability × School Grade Level was found for knowledge and misconceptions about the causes of disabilities, suggesting that the effect of school grade level varied across the type of disability.
Conclusion
Overall, the study found that children and preadolescents have a rudimentary and limited understanding of disabilities, suggesting the necessity for a specific formal education about disabilities during the school years for children and preadolescents.
期刊介绍：
Child: care, health and development is an international, peer-reviewed journal which publishes papers dealing with all aspects of the health and development of children and young people. We aim to attract quantitative and qualitative research papers relevant to people from all disciplines working in child health. We welcome studies which examine the effects of social and environmental factors on health and development as well as those dealing with clinical issues, the organization of services and health policy. We particularly encourage the submission of studies related to those who are disadvantaged by physical, developmental, emotional and social problems. The journal also aims to collate important research findings and to provide a forum for discussion of global child health issues.
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