Description

• Title:
  The disabled in conversations between Kazakh parents and their children
• Creator:
  Kulesza, Ewa;
  Butabayewa, Laura
• Description:
  This paper explores the issue of social transmission regarding the issue of disability as done by Kazakh parents. It covers, in particular, parents’ knowledge about disability and the content of conversations they have with their children. The diagnostic survey method based on author’s questionnaire with open-ended questions was used. The study included 102 parents: 52 parents of children going to a mainstream school and 50 parents of children attending an inclusive school in, respectively, Astana and Almaty. The analysis has revealed that the parents of inclusive school children are more knowledgeable about disabilities than parents of mainstream school children at p<0.01. The knowledge of parents of the inclusive group is largely derived from their children’s educational environment and the media, and the parents of the mainstream group acquires their knowledge mostly from the media and by personal experience. The content of the written statements has shown that, compared to the general population, the parental message in the inclusive group more strongly emphasizes tolerance and non-discrimination towards disabled peers. A new concept has also been revealed in the mainstream group that demonstrates negative stereotypical perception of the disabled as people who are abnormal, a concept against which those parents build an image of their own children as healthy and complete. This study confirms the impact of social context on knowledge, attitudes and the image of the disabled and its results are consistent with those of other authors.;
  The paper presents the issue of social transmission by Kazakh parents concerning disability, especially their knowledge of disability and content of conversations with their children. Diagnostic survey method, survey technique and the author's questionnaire with open-ended questions were used. The analysis of content of the written statements shows that the parental message in the inclusive group compared to the general population more strongly emphasizes the attitude of tolerance and nondiscrimination of the disabled peer. Research confirms the impact of social context on the knowledge, attitudes and the image of a person with a disability and these results are consistent with those of other authors.
• Object availability:
  free access
• Date:
  2018.09.09
• Type:
  info:eu-repo/semantics/article;
  info:eu-repo/semantics/publishedVersion;
  ARTICLES;
  Artykuł naukowy
• Language:
  pol;
  eng
• Source:
  Interdyscyplinarne Konteksty Pedagogiki Specjalnej; Nr 16 (2017); 207-228;
  2300-391X
• Format:
  application/pdf
• Publisher:
  Adam Mickiewicz University Poznan
• Relation: http://pressto.amu.edu.pl/index.php/ikps/article/view/13700/13371 ;http://pressto.amu.edu.pl/index.php/ikps/article/view/13700/14612
• Subject:
  person with a disability;
  inclusive school;
  mainstream school;
  children;
  parents
• Identifier: http://pressto.amu.edu.pl/index.php/ikps/article/view/13700
• Data provider:
  Platforma Otwartych Czasopism Naukowych UAM
• Can I use it?:
  seek permission
• Type:
  other