Developmental Expectations, Personality Stereotypes, and Attitudes Towards Inclusive Education: Community and teacher views of Down syndrome

Abstract

Knowledge about Down syndrome and attitudes towards the educational inclusion of children with Down syndrome were examined in a sample of 2,053 people from the community and a group of 538 experienced teachers. Although both groups displayed reasonably accurate knowledge about Down syndrome and its developmental consequences, they significantly underestimated the average life expectancy for a person with the syndrome. In both groups, a positive stereotype of children with Down syndrome as particularly affectionate and happy was evident. Despite recognising the educational, social, and emotional benefits of inclusive schooling, only around 20% of each group believed that the regular classroom was the best setting for children with Down syndrome. The findings suggest that accurate knowledge and positive, but realistic, expectations are important for enhancing the acceptance of individuals with disabilities within their schools and communities.