Negative attitudes towards students with autism hinder their educational and psychosocial progress. In inclusive classrooms, neurotypical studies might have such attitudes.
Aim: To investigate the potential impact of an e-book bibliotherapeutic intervention on the general attitudes of students towards students with autism.
Methods: This mixed-methods interventional study took place in four different third grade (ages 9–10) Primary School classes in Greece, where one student with autism was taught in each classroom. The quantitative assessments were carried out through the Chedoke-McMaster Attitudes Towards Children with Handicaps Scale, assessing affective, cognitive, behavioral and total attitudes towards students with autism. Qualitative data were also collected through observations.
Results: The quantitative analysis leads to significant improvements in affective (p=0.031), cognitive (p=<.001), behavioral (p<.001) and total attitudes (p<.001). After the intervention, each student saw small but positive changes in peer attitudes, with classmates showing more empathy and understanding towards their unique challenges in reading, spelling, and math. Although teasing did not stop entirely, increased support and inclusion were observed, especially in group activities and class discussions.
Conclusions: This intervention had a positive impact on neurotypical students’ attitudes towards students with autism. Hence, this intervention could be applied in order to reduce such attitudes.
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