Mixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg.
Adults can praise inclusion while still holding quiet negative views—check for hidden bias before rolling out school-wide plans.
01Research in Context
What this study did
Krischler et al. (2018) asked adults in Luxembourg about students with special needs. They used quick picture-word tests to catch hidden bias. They also asked direct questions about including these kids in regular classrooms.
What they found
Adults said nice things out loud: "Yes, include them!" But the quick tests showed quiet dislike. People saw kids with learning problems as not smart. They saw kids with tough behavior as hard to like.
How this fits with other research
Mejia-Cardenas et al. (2022) built a new rating scale for bilingual preschools. Their tool can help you measure staff views before you start an inclusion plan.
El Naggar et al. (2024) tried AI chat in UAE classrooms. Kids got personal help, but some hit overload. Both papers show that good tools need careful setup.
Lambrechts et al. (2009) found staff counts of problem acts change by who is watching. Hidden bias plus shaky data is a risky mix.
Why it matters
Your school may cheer inclusion on posters, yet staff may still flinch when a student shouts. Run a short picture-word test or use Catalina’s new scale before training. Show staff their own quiet bias, then teach helpful responses. This small step keeps kids in class and off the hallway floor.
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02At a glance
03Original abstract
BACKGROUND: Students with special educational needs (SEN) remain one of the most socially excluded and vulnerable groups. To this extent, negative attitudes and stereotypes may impede their inclusion. Theoretical frameworks have suggested that stereotypes and attitudes elicit differential expectations and judgments, which in turn affect (social) behaviors. AIMS: In this study, we aimed to investigate the stereotypes and implicit attitudes held by a sample of Luxemburgish adults toward students with learning difficulties and challenging behavior. We also explored the adults' explicit attitudes towards inclusion. METHOD AND PROCEDURES: Participants (N = 103) completed an evaluative priming task and rated students on the stereotype dimensions of warmth and competence. In addition, they completed the German version of The Opinions Relative to Integration of Students with Disabilities questionnaire and provided demographic information. OUTCOMES AND RESULTS: Results showed differential stereotype content with respect to students with learning difficulties and challenging behavior. Results further indicated that participants' implicit attitudes toward both challenging behavior and learning difficulties were negative. By contrast, participants expressed positive attitudes towards inclusion. CONCLUSIONS AND IMPLICATIONS: The results of the current study contribute to the understanding of why some people accept, whereas others reject students with SEN. Understanding prevalent stereotypes and attitudes can inform the development of targeted interventions to promote and facilitate the social inclusion of students with SEN.
Research in developmental disabilities, 2018 · doi:10.1016/j.ridd.2018.02.007