The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #69158

Jennifer Norins, Center for Social Development & Education, University of Massachusetts, 100 Morrissey Blvd., University of Massachusetts, Boston, MA 02125, 617-287-7250, jennifer.norins@umb.edu, Stephen B. Corbin, DDS, MPH, Special Olympics University, Special Olympics,Inc, 1325 G. Street, #500, Washington, DC 20005, and Gary N. Siperstein, PhD, Center for Social Development and Education, University of Massachusetts Boston, 100 Morrissey Blvd., University of Massachusetts, Boston, MA 02125.

Culture plays an important role in familial attitudes and beliefs about disabilities. In many countries, families of a child with a disability often experience shame and guilt. Yet, many families of persons with a disability are the strongest advocates for inclusion and support services, and experience great frustration at the negative attitudes of their society.

In pursuing its role as a social change agent for people with mental retardation, Special Olympics commissioned the University of Massachusetts Boston to conduct the first 10-country study of public attitudes and beliefs about persons with mental retardation. This session will look specifically at the attitudes of adults with a family member with that disability. Comparisons will be made between the attitudes of the general public and the attitudes of this group. In more developed, individualistic cultures, the attitudes of adults with a family member with mental retardation are more realistic and more optimistic than the general public in terms of what people with mental retardation can achieve.

In addition, results from a convenience sample of adults with a family member who is a Special Olympics athlete show the important role that SO plays in the attitudes and expectations of family members. In cultures that have misperceptions and low expectations of people with mental retardation, the attitudes of adults with a family member involved in Special Olympics will likely differ significantly from the attitudes of adults whose mentally retarded family member is not involved in Special Olympics.

Learning Objectives:

• Describe societal attitudes and beliefs about mental retardation within different cultures.
• Appreciate the role of culture on families’ attitudes about mental retardation and the relationship between culture, public attitudes and families’ attitudes.
• Understand the importance of Special Olympics involvement on the attitudes of adults with a family member with mental retardation.

Keywords: Culture, Family Involvement

Related Web page: www.specialolympics.org; www.umb.edu/research/centers/csde

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: Special Olympics Inc. University of Massachusetts Boston-Center for Social Development and Education
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.