The Master’s thesis aims to illuminate the relations and interaction between children with intellectual disabilities and their typically developing peers. In order to establish an intervention programme, which would contribute to a better understanding and acceptance of children with intellectual disabilities, it is necessary to gain a better understanding of this area.
Professionals established the intervention programme in the context of which third graders from other local primary schools attended various theoretical classes, workshops and systematically planned activities together with children with intellectual disabilities. Using the Gash questionnaire (Gash, 1993) we assessed the typically developing pupils’ attitude towards children with intellectual disabilities and their understanding of special needs. 59 third graders attended workshops and completed the questionnaire. Small groups were formed, in which typically developing pupils participated with 18 children aged between 10 and 18 with moderate to severe intellectual disabilities, who attend a special education programme. Some children with intellectual disabilities had also other disorders, such as cerebral palsy, autism spectrum disorder, etc.
With the results obtained from the questionnaire we analysed the effect of the intervention programme and identified areas of relations between third graders and children with intellectual disabilities, to which professionals have to pay special attention. It was established that even though third graders did not have a negative attitude towards children with intellectual disabilities prior to the performed intervention programme, its implementation further improved their opinion about their peers. Third graders expressed greater willingness to help and interact with children with intellectual disabilities, while also expressing greater concert for their well-being. However, the intervention programme did not change third graders’ opinion about segregated education and the capabilities of children with intellectual disabilities, and this is what professional workers will have to pay special attention to in the future. Furthermore, it was established that third graders’ results do not differ considerably from the results obtained from third graders who had no previous experience with children with intellectual disabilities. One of the positive effects of the intervention programme was also shown in the way third graders described children with intellectual disabilities. They used adjectives, such as friendly, hardworking, happy, funny, and cheerful.
Based on the research findings, an information leaflet was made which will help professional workers to plan cognitive processes and interactions between children with intellectual disabilities and their peers.
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