The Effectiveness of the SERASI Intervention Program to Promote Students’ Positive Attitude toward Students with Special Educational Needs

DOI

10.2991/iciap-18.2019.55How to use a DOI?

Keywords

attitudes, disabilities, special educational needs, inclusive education, intervention

Abstract

This research aims at investigating the effectiveness of the Sekolah Ramah Inklusi (SERASI) intervention program to promote regular students’ positive attitude toward students with Special Educational Needs (SEN) in primary inclusive school. SERASI is based on the Triandis model of attitudes, which includes three components: knowledge, affective response, and behavioral intention. To examine the effectiveness of SERASI, a quasi-experimental with pre- and post- control groups was designed. A total of 96 students participated in this study. They were divided into a control group (n = 54, M = 10.48 years old, SD = .81) and an experimental group (n = 42, M = 10.48 years old, SD = .66). The experimental group attended six training sessions over three days. The training material covered topics about disabilities in general, physical disabilities, sensory disabilities, intellectual disabilities, learning difficulties, and autism. To establish the effect of the intervention program, Chedoke-McMaster Attitudes Toward Children with Handicaps (CATCH) was used to measure the students’ attitudes at two time points: before and immediately after the intervention. A mixed design ANOVA was conducted to investigate the impact of SERASI and participants’ attitudes toward students with SEN. The results showed there was a significant difference between before and after SERASI, F (1.94) = 5.92, p < .05, η2 = .059. The attitude score was higher before the intervention (M = 48.47) compared to afterward (M = 47.46). The results also showed that there was a significant difference in attitude scores between the experimental and control groups, F (1.94) = 17.76, p < .05, η2 = .159. The attitude score was lower in the control group (M = 45.95) compared to the experimental group (M = 49.97). Additionally, there was no significant interaction between attitude toward students with SEN and SERASI, F (1.94) = 0.117, p > .05. Thus, the results did not suggest that SERASI was an effective practice for promoting a positive attitude toward students with SEN.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rachel Ullynaria Doreen
AU  - Farida Kurniawati
PY  - 2019/08
DA  - 2019/08
TI  - The Effectiveness of the SERASI Intervention Program to Promote Students’ Positive Attitude toward Students with Special Educational Needs
BT  - Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)
PB  - Atlantis Press
SP  - 645
EP  - 655
SN  - 2352-5398
UR  - https://doi.org/10.2991/iciap-18.2019.55
DO  - 10.2991/iciap-18.2019.55
ID  - Doreen2019/08
ER  -