Attitudes of undergraduate students toward people with intellectual disabilities: considerations for future policy makers.(Report)

Individuals' attitudes impact the decisions they make in life. These attitudes are often formed early and are maintained by individuals throughout their lives. Attitudes toward individuals with disabilities were compared for undergraduate students enrolled in introductory special education and political science courses. This population was selected as policy makers typically enroll in introductory political science classes as undergraduates. Students enrolled in the special education course had more positive attitudes towards persons with intellectual disabilities and females, regardless of major, had more positive attitudes than males. This study provides information as to the attitudes future policy makers may have towards individuals with intellectual disabilities and may have implications for future education and policy makers regarding people with intellectual disabilities or other disabilities.

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The inclusion of individuals with disabilities in schools, workplaces, and communities is now common due to federal legislation such as the Individuals with Disabilities Education Improvement Act (IDEIA), Section 504 of the Rehabilitation Act (Section 504), and the Americans with Disabilities Act (ADA). This legislation has provided people with disabilities full and equal access to education, employment, transportation, and telecommunications thereby increasing contact individuals without disabilities have with those with disabilities. Of course, legislation alone cannot force one to accept individuals who demonstrate different abilities. College courses that focus on individuals with disabilities have been effective in changing students' attitudes towards individuals with disabilities (Adrian, 1997; Beattie, Anderson, & Antonak, 1997; Campbell, Gilmore, & Caskelly, 2003; Tait & Purdie, 2000).

Attitudes have been studied extensively. Aiken (2002) points out that between 1991 and 2000, more than 5000 articles have been published with the word "attitude(s)" in the title. Within the substantial number of reference to attitudes, some research has focused on the consequences of attitudes. Petty, Wegener, and Fabrigar (1997) report after reviewing articles that explored attitude change and consequences of attitudes that one's behavior may change given the attitude toward the object (e.g., people with intellectual disability). Studies on the effect attitudes have on behavior began decades ago.

Early studies found that what one says they will do and what one actually does regarding bias against a group of people differs. Kahle (1984) cited LaPiere's (1934) study regarding restaurant owners who say they will refuse service for Asians, however, when Asian customers approach their establishment, they are seated. This study was replicated in when Kutner, Wilkens, and Yarrow (1952) however replaced Asians with African Americans and had a similar finding. Studies regarding individuals with disabilities were also conducted during these years. Horne (1985) cites Johnson (1950) and Johnson and Kirk (1950) studies of classmates' attitudes toward their peers with an intellectual disability and found that individuals with an intellectual disability were isolated and rejected by their peers. Studies have found that the social status of individuals with disabilities is no longer significantly different than peers without disabilities (Perlmutter, Crocker, Cordray, & Garstecki, 1983).

Specific research has been devoted to attitudes towards individuals with disabilities (Burge, Ouellette-Kuntz & Lysaght, 2007; Hinton, 2003), specifically intellectual disabilities (Antonak & Harth, 1994; Krajewski & Flaherty, 2000; Nosse, 1993). One's attitude may be influenced by the media (Huesmann, Moise-Titus, Podolski, & Eron, 2003) or personal experiences with those with disabilities (Beattie et al., 1997; Eichinger, Rizzo, & Sirotnik, 1991: Nosse & Gavin, 1991).

Subjects of attitudinal research regarding individuals with intellectual disability have included college students (Adrian, 1997; Hastings, Hewes, Lock, & Witting, 1996; McQuilkin, Freitag, & Harris, 1990; Pernice & Lys, 1996; Rees, Spreen, & Harnadek, 1991). Although these studies did not survey students taking introductory level courses. The findings indicate that student views regarding individuals with intellectual disability vary. The reason for the variation is attributed to either the methodology used (i.e., survey, observation) to determine their attitude as well as the extent to which they have interactions with these individuals. Consistently, female students tend to have more positive attitudes toward individuals with an intellectual disability then male students (Eichinger et al., 1991 ; McCarthy-Barnett, 1995: McQuilkin et al., 1990; Stoval & Sedlacek, 1983). Sherrill (1998) states that "The key to changing behaviors toward people who are different is attitudes" (p. 225).