{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,23]],"date-time":"2026-06-23T16:48:10Z","timestamp":1782233290964,"version":"3.54.5"},"reference-count":38,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2012,8,14]],"date-time":"2012-08-14T00:00:00Z","timestamp":1344902400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Journal of Genetic Counseling"],"published-print":{"date-parts":[[2012,12]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Elementary school is a transitional and impressionable period for any child. In inclusive classroom settings, children with disabilities may experience the challenges of acceptance and integration into peer relationships. The experience of children with disabilities in such classrooms can be positive if their classmates are accepting and open. One way to encourage these attitudes is by increasing awareness through disability\u2010simulation. This study evaluates an existing school program, whose goal is to increase acceptance of others with disability. We surveyed students to assess the influence of the program. An adapted acceptance scale was distributed to students before and after participation in the program. Our hypothesis was that student acceptance would increase after participating in the program. Additionally, we hypothesized that physical, visual, and auditory disabilities would be easier for students to understand, making acceptance scores for these disabilities higher than those for a learning disability. We report changes in acceptance using group means. Our results reveal that post\u2010survey responses showed higher acceptance than pre\u2010survey responses, especially for auditory disabilities. Other significant findings include differences in attitudes between the two schools and differences based on prior experience with someone with a disability. By evaluating the effectiveness of this type of program (whose efficacy has been controversial in the literature), this study can provide teachers, administrators, genetic counselors, and parents with a better idea of how to address children's attitudes towards peers. In our study, the effectiveness of promoting understanding through disability\u2010simulation has proven its worth to improve children's acceptance.<\/jats:p>","DOI":"10.1007\/s10897-012-9516-8","type":"journal-article","created":{"date-parts":[[2012,8,13]],"date-time":"2012-08-13T18:38:59Z","timestamp":1344883139000},"page":"873-883","source":"Crossref","is-referenced-by-count":20,"title":["Children's Acceptance of Others with Disability: The Influence of a Disability\u2010Simulation Program"],"prefix":"10.1002","volume":"21","author":[{"given":"Christina","family":"Hurst","sequence":"first","affiliation":[{"name":"School of Health Professions The University of Alabama at Birmingham Room 444, 1530 3rd Avenue South Birmingham AL 35294 USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ken","family":"Corning","sequence":"additional","affiliation":[{"name":"Greenwood Genetic Center 1911 Thurmond Mall Columbia SC 29201 USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Richard","family":"Ferrante","sequence":"additional","affiliation":[{"name":"South Carolina Disability Resources, School of Medicine, Department of Pediatrics University of South Carolina Columbia SC 29208 USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2012,8,14]]},"reference":[{"key":"e_1_2_7_2_1","first-page":"377","article-title":"Social acceptance of mildly retarded pupils in resource rooms and regular classes","volume":"78","author":"Bruininks R.","year":"1974","journal-title":"American Journal of Mental Deficiency"},{"issue":"2","key":"e_1_2_7_3_1","first-page":"3","article-title":"Disability\u2010related simulations: if, when, and how to use them in professional development","volume":"1","author":"Burgstahler S.","year":"2004","journal-title":"The Review of Disability Studies"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1037\/h0032867"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1093\/mtp\/21.1.14"},{"key":"e_1_2_7_6_1","first-page":"119","article-title":"Patterns of awareness in children's understanding of disabilities","volume":"21","author":"Conant S.","year":"1983","journal-title":"Mental Retardation"},{"issue":"2","key":"e_1_2_7_7_1","first-page":"641","article-title":"Promoting disability awareness in preschool","volume":"65","author":"Cooper D. 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