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Empirically Based Practices to Address Disability Stigma in the Classroom

Abstract Stigmatization of students with disabilities relates to adverse long-term effects. Research provides evidence that the majority of students maintain negative cognitive and affective attitudes toward peers with disabilities. As these attitudes begin to develop in childhood and directly affect students in the educational context, schools are responsible for addressing this stigma. In order to increase the acceptance of students with disabilities, research supports the use of programs focusing on education, social contact, or advocacy. As the frequency of teachers’ use of empirically-based practices to increase acceptance of students with disabilities is limited, research carries implications for teachers as well as school psychologists, administrators, and educational institutions in providing the appropriate support for teachers to successfully implement strategies to reduce stigma. This article aims to review research on empirically-based practices to address disability stigma in the classroom, inclusive of studies revealing ineffective practices, and discuss practical applications for school psychologists in the school setting.