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[ Recorded presentation ] Recorded presentation

Have we addressed inclusion of people with disabilities as a human right? Looking at social inclusion in different environments

Jennifer Norins Bardon1, Gary N. Siperstein, PhD1, Stephen B. Corbin, DDS, MPH2, and Keith F. Widaman, PhD3. (1) Center for Social Development and Education, University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA 02125, 617-287-7250, jennifer.norins@umb.edu, (2) Constituent Services and Support, Specia Olympics International, 1133 19th Street NW, Washington, DC 20036, (3) Department of Psychology, University of California Davis, One Shields Avenue, Davis, CA 95616

The Universal Declaration of Human Rights (UN, 1948) provides for a basic level of quality of life for all individuals regardless of age, gender, nationality, ethnicity, religion, socioeconomic status, or ability. Numerous laws and legislative mandates in the U.S., such as the Americans with Disabilities Act (1990) and IDEA (PL 94-142), also guarantee the rights of individuals with disabilities to inclusive education, employment and community life. However, societal attitudes and practices often prevent these policies from being actualized, thereby excluding people with intellectual disabilities from meaningful integration into society. To examine the current state of societal attitudes toward individuals with intellectual disabilities and the extent to which these attitudes are a barrier to inclusion, two recent national studies were conducted. More than 800 adults were surveyed by telephone about including individuals with intellectual disabilities in community recreation, the workplace, and schools. While the majority of the American public support independent living and integrated employment, more than 60% of adults believe that children with intellectual disabilities should learn in special schools. In addition, middle school students (N=5,860) who were surveyed in schools nationwide have mixed attitudes toward peers with intellectual disabilities. Many students support integrated schools and recognize the benefits of inclusion, such as character development. However, social rejection and neglect remain the norm, as the majority of youth are not willing to interact with students with ID socially. Combined, these two studies indicate that there efforts continue to be made in aligning public attitudes to disability policy.

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