Effects of inclusive physical education on empathy and implicit attitude toward disability in students of middle school

Aim: Peoples with intellectual disabilities are among the most stigmatized groups in the society (Miller et al. 2009). The purpose of this study was to evaluate the effect of an inclusive physical education program on empathy and implicit prejudice toward people with disability among a group of students of junior high school. Methods: A total of 132 students participated in the study (mean age 12.7±1.0 yrs). Fifty-four students assumed the role of tutors in a 4-month one hour per week program of inclusive physical education at school, using a one-on-one peer-tutoring strategy with a peer with disability. The rest of the students (n= 78) served as control group. Participants filled in a questionnaire on empathy comprising empathic concern (EC) and perspective taking (PT) subscales, and an implicit association test on stigma toward disability. Measures were collected before and after the program. Results: Both the groups reported the presence of a positive implicit attitude toward people with disability pre and post the intervention. After the intervention, the students involved in the inclusive physical education reported higher EC and PT (F=14.5, F=18.6 respectively, with p<.001) in comparison with the control group. The implicit attitude resulted in a positive correlation with the EC. Conclusions: Findings seem to sustain the idea that inclusive model of physical education for young students can be beneficial on empathy, both in its emotional and cognitive dimensions. The improved empathy can mean lowered stigma toward people with disability. Further study should investigate long-term effect of inclusive model of physical education. References Miller E, Chen R, Glover-Graf NM, Kranz P (2009) Willingness to engage in personal relationships with persons with disabilities: examining category and severity of disability. Rehab Counsel Bull 52: 211–24