A study on inclusive classroom teachers’ attitudes and students’ social participation according to characteristics of students with intellectual disabilities

This study examined the relationships with the attitude of teachers toward students with intellectual disabilities and social participation of students by their characteristics. Participants were 118 teachers and students with intellectual disabilities at inclusive classrooms. For this study, Social Participation Questionnaire (SPQ; Koster et al., 2008) and a nomination form regarding teachers’ attitudes toward their included students with disabilities (Cook, 2001) were adjusted and used. Results revealed that characteristics of students with intellectual disabilities including communication skills, academic backgrounds, appearance, were highly related with teachers’ attitudes, and also teachers’ attitudes influenced students’ social participation. Additionally, results indicated that the three characteristics of students were significant factors having an effect on their social participation. However, it was found that the appearance of students was not related with the attitude of teachers.