The purpose of this study is to identify the level of attitude of university students who currently have inclusive education experience with the university students with disabilities and to find the variable that affects the attitude of accepting the university students with disabilities. In this study, 234 second-year university students of B city responded to a questionnaire on their attitude of accepting the university students with disabilities. Among them, there were 67 students who encountered the fellow students with disabilities only in university and 167 students who encountered them only during elementary, middle and high school. The independent sample T-test (Levene’s Test for homogeneity of Variances) was conducted to verify the differences. As a result, university students who were currently included in university had the higher acceptance attitude toward the students with disabilities (t=6.041, p < .001). By sub-region, they were shown in the order of behavioral attitudes (t=6.540, p < .001), emotional attitudes (t=4.967, p < .001), and cognitive attitudes (t=2.849 and p < .01). The results showed that regardless of prior experience in inclusive education, the current inclusion had an even more positive impact on acceptance attitudes toward the university students with disabilities. Therefore, this study shows that the attitude of accepting a disability depends on whether or not students currently have the fellow with disabilities. Also, this study implies the current interaction between students with and without disabilities could play an important role for the social inclusion.
Juyun Kim, Pusan National University, South Korea
Young-Sim Kang, Pusan National University, South Korea
Hye-Sook Ok, Pusan National University, South Korea
Stream: Learning Experiences
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