Applying the Contact Theory in Inclusive Education

SYSTEMATIC REVIEW ON THE IMPACT OF CONTACT AND INFORMATION ON SOCIAL PARTICIPATION OF STUDENTS WITH DISABILITIES

Introduction to the Review
The systematic review presented in this article evaluates the application of Contact Theory in the context of inclusive education. It highlights the challenges faced by students with disabilities regarding social participation in general education settings, identifying negative peer attitudes as a primary barrier. The authors of the review are Florianne Rademaker, Anke de Boer, Elisa Kupers, and Alexander Minnaert from the University of Groningen in the Netherlands.

Objectives of the Review
The review aims to examine the extent to which contact and information as intervention components influence peer attitudes toward students with disabilities and their social participation. It sets out three research questions:

  1. To what extent are contact and information related to the attitudes of typically developing peers, and are these relationships influenced by background variables?

  2. To what extent are contact and information related to the social participation of students with disabilities, and are these relationships influenced by background variables?

  3. To what extent do the attitudes of typically developing students toward peers with disabilities mediate the relationship between contact and information and the social participation of students with disabilities?

Background and Theoretical Framework

Inclusive Education

Inclusive education promotes the enrollment of students with disabilities in regular classrooms, addressing Article 24 of the Convention on the Rights of Persons with Disabilities (United Nations, 2006), which advocates for maximizing opportunities for social participation. Social participation is crucial for students' social skill development and knowledge acquisition through peer interactions (Bedell and Dumas, 2004; Pepler and Bierman, 2018).

Operationalizing Social Participation

Social participation encompasses four themes:

  1. Acceptance of students with disabilities by their peers.

  2. Positive social contact and interaction between students with and without disabilities.

  3. Friendships and social relationships across disability lines.

  4. Social self-perception of students with disabilities regarding their acceptance by peers (Koster et al., 2009).

Challenges in Social Participation

Despite increased classroom enrollment for students with disabilities, their social participation often does not occur naturally. Research indicates that students with disabilities encounter difficulties in all four themes of social participation relative to their typically developing peers (Guralnick et al., 2007; Pijl et al., 2008; Nepi et al., 2015).

Peer Attitudes and Social Participation

Peer attitudes play a crucial role in facilitating or hindering the social participation of students with disabilities. An attitude is defined as “a psychological tendency that is expressed by evaluating a particular entity with some favor or disfavor” (Eagly and Chaiken, 1993, p. 1). Peer attitudes are predominantly neutral to negative, especially among younger students (Rose et al., 2011; De Boer et al., 2012).

Factors Influencing Attitude Development

  • Social Awareness: Children develop awareness of social categories early on, which can lead to bias against visibly different individuals (Bigler and Liben, 2006; Killen and Rutland, 2011).

  • Knowledge and Experience: Students’ attitudes towards disabilities are shaped by experiences and the influence of their primary social groups, including peers, family, and teachers (Eagly and Chaiken, 1993).

Contact Theory

According to Allport's Contact Theory (1954), positive interpersonal contact can reduce prejudice between in-group and out-group members. For effective prejudice reduction, contact should enable genuine acquaintance and knowledge exchange. Casual contact may inadvertently reinforce stereotypes (Pettigrew and Tropp, 2008).

Rationale for Interventions**

The review asserts that both contact and information should be included as critical components of interventions aimed at improving peer attitudes and fostering social participation among students with disabilities (Cambra and Silvestre, 2003; Lindsay and Edwards, 2013).

Methodology

Search Procedure

The systematic review adheres to PRISMA guidelines (Moher et al., 2009), with a literature search conducted using databases such as ERIC, MEDLINE, PsychINFO, SocINDEX, and Web of Science. The search focused on studies from January 1990 to the present, removing non-English articles manually. Eligible studies were required to investigate the impact of contact and information interventions on the attitudes toward inclusion and social participation of students with disabilities in primary education settings.

Selection Process

The initial search yielded 12,805 articles after duplicates were removed. The selection was conducted in two phases, leading to 55 articles being included in the systematic review.

Data Extraction

Data relevant to the research questions and demographic details were extracted from the included studies. This included intervention types, themes of social participation, and measures relating to peer attitudes. Statistical evidence and effect sizes were also gathered where available, offering a comprehensive overview of the study results.

Results

General Description of Selected Studies

The studies reviewed included a diverse range of sample sizes and focused on various types of disabilities, primarily autism spectrum disorder (24%), intellectual disabilities (18%), and physical disabilities (14%). The level of causal inference varied, with 40% of studies representing low causal inference, while others ranged from moderate to high.

Associations Between Contact and Information and Attitudes

The review found a differential relationship between contact, information, and peer attitudes:

  • Contact-only interventions typically yielded non-significant results.

  • Information-only interventions produced mixed outcomes; 43% showed positive results.

  • Combined interventions were most effective, with positive results across several studies.

Associations Between Contact and Information and Social Participation

A total of 223 associations from the studies demonstrated varying degrees of effectiveness in enhancing social participation:

  • 48% of associations from group design studies revealed a significant improvement in social participation.

  • Conversely, single-case studies indicated the majority showed large positive effects.

  • Short-term interactions favored improvement, though acceptance and friendship improvements were less consistent and at times negative.

Discussion

Conclusions of the Review

The findings confirmed that Contact Theory is applicable in inclusive education, particularly in promoting peer attitudes. The review emphasizes that while contact and information are beneficial, the evidence supporting their impact on broader social participation themes remains limited and warrants further investigation.

Limitations and Future Directions

The review notes limitations such as a lack of comprehensive data regarding long-term effects and failure to address all types of disabilities adequately. Future research should aim to investigate the complexity of interactions within social participation and address the mediating effects of peer attitudes.

Recommendations for Educators

To improve social inclusion and student attitudes, educators should implement integrated activities and provide enlightening discussions about disabilities. Long-term strategies for sustained interaction are essential, and interventions should aim to foster intrinsic motivation for peer engagement.

Conclusion

In summary, the application of Contact Theory in promoting social participation of students with disabilities is supported by limited but significant evidence. Further research is needed to establish robust models that can guide educational interventions effectively.