title: Disability simulations and information: techniques for modifying the attitudes of elementary school music students.
abstract: The purpose of this study was to determine the effect of different presentation formats (information and simulation) on the attitudes of elementary music students toward children with special needs. A questionnaire was initially administered to 11 elementary music classes (N = 198). Examination showed a 0.86 difference between highest and lowest rated disabilities on 6-point scale on the first administration. Females showed slightly more favorable attitudes than males for each of the 6 disability categories. Rank ordering indicated an identical ranking between genders with Learning Disabilities most accepted and Visual Impairments least accepted. Prior to the second administration, classes received different preparations: (a) information-based, (b) simulation-based, (c) contact-control. Results of the second administration showed no significant difference among treatment groups on gain scores with only a slight increase noted for the simulation-based treatment.
authors.affiliation: The University of Kansas, USA.
authors.forename: C M
authors.initials: CM
authors.lastname: Colwell
authors.forename: L K
authors.initials: LK
authors.lastname: Thompson
authors.forename: M K
authors.initials: MK
authors.lastname: Berke
mesh_terms: D002648:Child; D019988:Children with Disabilities / Q000523:psychology*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology; D008282:Mainstreaming, Education; D008297:Male; D009146:Music; D012919:Social Behavior; D013334:Students / Q000523:psychology*