SOCIAL ATTRACTIVENESS of CHILDREN with DISABILITIES in the Opinion of Nondisabled First-Grade Elementary School Students and Their Parents in Kazakhstan AUTHORS
Total Page：16
File Type：pdf, Size：1020Kb
Ewa M. Kulesza | Laura A. Butabayeva SOCIAL ATTRACTIVENESS OF CHILDREN WITH DISABILITIES in the opinion of nondisabled first-grade elementary school students and their parents in Kazakhstan AUTHORS Ewa M. Kulesza ORCID: 0000-0002-2915-878X The Maria Grzegorzewska University (Warsaw, Poland) Laura A. Butabayeva ORCID: 0000-0002-3758-8624 Abai Kazakh National Pedagogical University (Almaty, Kazakhstan) Ewa M. Kulesza | Laura A. Butabayeva SOCIAL ATTRACTIVENESS OF CHILDREN WITH DISABILITIES in the opinion of nondisabled first-grade elementary school students and their parents in Kazakhstan Reviewers: Ewa Skrzetuska Warsaw University of Life Sciences – SGGW Marzenna Zaorska University of Warmia and Mazury in Olsztyn Translation from Polish to English Renata Wójtowicz Cover Design Anna Gogolewska Cover photo Elena Odareeva Copyright © by Wydawnictwo Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej [Publishing House of the Maria Grzegorzewska University] CC BY-NC-ND 3.0 PL e-ISBN 978-83-66010-54-3 Citation: Kulesza, E. M., & Butabayeva, L. A. (2020). Social attractiveness of children with disabilities in the opinion of nondisabled first-grade elementary school students and their parents in Kazakhstan. Warszawa: Wydawnictwo Akademii Pedagogiki Specjalnej. Wydawnictwo Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej Warsaw 2020 40 Szczęśliwicka St. 02-353 Warsaw, Poland Tel. 22 589 36 45, Fax. 22 658 11 18 email: [email protected] CONTENTS Introduction ....................................................... 7 1. Attractiveness of students with disabilities – a literature review . 11 1.1. Idea of inclusive education in Kazakhstan ............................ 11 1.1.1. Education of students with special needs in Kazakhstan . 11 1.1.2. Developing the concept of inclusive education ................... 17 1.1.3. State of Kazakh inclusive education ........................... 21 1.1.4. Creating conditions for inclusive education in Kazakhstan ......... 24 1.1.5. Summary ................................................ 29 1.2. Social attraction of student – a factor promoting inclusive education ....... 31 1.2.1. Nature of attraction and its structure ........................... 31 1.2.2. Research on human attractiveness according to social and cognitive theories ................................................. 39 1.2.3. Summary ................................................ 49 1.3. Public perception of people with disabilities . 50 1.3.1. Attitudes toward people with disabilities ....................... 50 1.3.2. Child with disabilities in an inclusive setting as perceived by children without disabilities and their parents ................. 53 1.3.3. Summary ................................................ 60 2. Research design ................................................... 63 2.1. Research subject and objectives .................................... 63 2.2. Problems and hypotheses ......................................... 65 2.3. Methods, techniques, and tools .................................... 67 2.4. Variables and indicators .......................................... 69 2.5. Sampling criteria and research site .................................. 70 2.6. Organization and course of research . 81 3. Social attractiveness of students with disabilities – study results and their interpretation ............................................ 83 3.1. Description of the sample and educational environment ................ 83 3.1.1. Description of the study group ............................... 83 3.1.2. Participants’ education ...................................... 84 3.2. Social attractiveness of peers with disabilities as assessed by nondisabled first-graders in inclusive and noninclusive education ................... 88 3.2.1. Children’s knowledge of disabilities – Essence of disability and sources of knowledge ................................... 89 6 CONCLUSIONS FROM THE STUDY AND RECOMMENDATIONS 3.2.2. Conversations parents have with their children about disabilities – Children’s accounts ........................................ 94 3.2.3. Behaviors toward peers with disabilities declared by nondisabled children regarding various probable interactions ................. 98 3.2.3.1. Starting a conversation with a peer with disability .......... 99 3.2.3.2. Playing with a peer with disability ...................... 104 3.2.3.3. Learning with a peer with disability ..................... 109 3.2.3.4. Making friends with a peer with disability . 114 3.2.3.5. Inviting a peer with disability to a birthday party ........... 119 3.2.3.6. Direct evaluations of peers with disabilities ............... 124 3.2.3.7. Inviting a peer with disability to a colored or black-and-white house – Indirect evaluation ............ 131 3.2.4. Social attractiveness level of peers with disabilities as viewed by first-graders in an inclusive school and in a noninclusive school – Hypothesis testing .................................. 135 3.2.5. Discussion of the findings and summary ........................ 140 3.3. Social attractiveness of peers with disabilities as assessed by Kazakh parents of nondisabled first-grade students in inclusive and noninclusive education ...................................................... 144 3.3.1. Parents’ knowledge of disability (CC) .......................... 144 3.3.2. Conversations parents have with their nondisabled children about disabilities (CC) ........................................... 148 3.3.3. Parents’ attitudes toward their nondisabled children’s interactions with peers with disabilities .................................. 153 3.3.3.1. Conversation with a peer with disability .................. 153 3.3.3.2. Playing with a peer with disability ...................... 158 3.3.3.3. Learning with a peer with disability ..................... 163 3.3.3.4. Evaluation of a child with disability as a friend and as a student ........................................ 168 3.3.4. Position of parents of nondisabled children on inclusive education ... 170 3.3.4.1. Type of school for students with disabilities ............... 170 3.3.4.2. Advantages and disadvantages of inclusive education ...... 176 3.3.5. Social attractiveness level of a peer with disability in the opinion of parents – Hypothesis testing ................................. 183 3.3.6. Discussion of the findings and summary ........................ 189 Conclusions from the study and recommendations for pedagogical practice .......................................................... 197 References .......................................................... 207 Appendix ........................................................... 229 Appendix 1 ........................................................ 229 Appendix 2 ........................................................ 232 Appendix 3 ........................................................ 233 INTRODUCTION The research on the social attractiveness of children with disabilities was inspired by the social integration idea, which spread globally in the seventies of the 20th century, but in Kazakhstan, it has been intensively implemented for a short time only. Kazakhstan’s aspirations to create an open, democratic society, enter global sociocultural space, and give priority to human rights and freedoms are the factors that have had an impact on changing the way of think- ing about people with disabilities and problems they contend with. Integration means including people with disabilities in various areas of social life and granting them the same rights as other citizens. the right to education with nondisabled peers is one of the most important ones. Includ- ing children with disabilities in education provided in mainstream schools is now the priority of Kazakhstan’s educational policy. the official term used in Kazakh pedagogy is children/students with “limited health abilities” (LHA). However, following global trends, the term students with “special educational needs” is in increasing use. In this work, the term students with “special edu- cational needs” (SEN) will be used interchangeably with the term students/ children with disabilities. The national educational policy of Kazakhstan is aimed at creating opti- mum conditions for including children with SEN. Guidelines are set out in the State Program of Education Development in Kazakh Republic for 2011–2020 (State Program …, 7 October, 2010, No. 1118). Forming a nor- mative and legal basis for an inclusive educational system was the starting 8 INTRODUCTION point. So far, basic documents assuring educational and social rights and sup- port have been prepared and approved, including: Act on Children’s Rights in the Republic of Kazakhstan (8 August, 2002, No. 345-II); Education Act of the Republic of Kazakhstan (as amended and supplemented, 24 October, 2011); Act on Social, Correctional, Medical, and Educational Support for Children With Limited Health Abilities (11 June, 2002, No. 343); Act on Social Protection of Disabled Persons in the Republic of Kazakhstan (13 April, 2005, No. 39), Act on Special Social Services (29 December, 2008, No. 114-IV) (http://adilet.zan.kz/eng), and Conceptual Approaches to the Development of Inclusive Education in the Republic of Kazakhstan (2015) (https://special-edu. kz/normativno-pravovaya%20baza/4/mat001.pdf). A lot of studies have been conducted recently in Kazakhstan on issues relating to the inclusion of children with disabilities. They have been carried out by the following Kazakh researchers, among others: A.A.