'Just like you'', a disability awareness programme for children : pilot study findings

![CDATA[Background: The participation of people with disabilities is impacted upon by environmental and contextual factors including attitudes, as well as their intrinsic disability. Disability awareness programmes aim to increase knowledge and acceptance of disability, thereby improving attitudes towards disability and ultimately facilitating participation. Objectives: To investigate the attitudes of 9–11 year old Australian school children towards disability and evaluate a new disability awareness programme. Design: For this pilot study a mixed-method approach was used including quantitative (pre-post questionnaire evaluation) and qualitative (focus group) methods. Participants/Setting: 147 primary school students, aged 9– 11 years, participated at three Sydney schools. This pilot study used convenience sampling of schools where working relationships already existed. Materials/Methods: The ‘Just Like You’ programme utilises a cognitive-behavioural approach with the aim of increasing knowledge, awareness and acceptance of disability. It involves two speakers, one with a disability, presenting two 90-minute sessions approximately two weeks apart within class time. Sessions include information, discussions, written activities, demonstrations, disability simulation activities and extended time with a person with a disability. A questionnaire designed specifically for this research was administered before and after the programme, evaluating the programme’s effect on knowledge, awareness and acceptance of disability. Teachers also completed an evaluation questionnaire. Focus groups were conducted with a sample of students (16%) to gain an understanding of their attitudes towards disability and perceptions of the programme. Results: Intervention effects: Quantitative questionnaire results demonstrated high knowledge and positive attitudes towards disability even at baseline. Following intervention, a statistically significant improvement (p < 0.001) was shown with a 10% increase in scores. Focus group responses further confirmed improved knowledge and perceptions of disability. Program evaluation: Questionnaire results indicate that the majority of participants liked the programme. Participants identified the most important thing they learned as ‘people with disabilities are just like us’ (25%), ‘how to treat people with a disability’ (22%), and ‘that people with disabilities can do lots of things’ (10%). Teachers’ responses to the programme consistently scored within the ‘good-excellent’ range on all items (relevance, fit with school curricula, student engagement, content and participation). Focus group participants reported almost exclusively positive feedback regarding the programme, and in particular emphasised the positive impact of the facilitator with a disability. Conclusions/Clinical Implications: The disability awareness program for upper primary school children increased knowledge, awareness and perceptions of disability in the shortterm. Phase 2 of this research will explore the influence of improved disability awareness on behaviour change and the participation of people with disabilities.]]