{'fraction_non_alphanumeric': 0.02857142857142857, 'fraction_numerical': 0.011428571428571429, 'mean_word_length': 6.053691275167785, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Changing Disability‐related Attitudes and Self‐efficacy of Israeli Children via the Partners to Inclusion Programme

This quasi‐experimental study investigated how direct contact between students with and without disabilities impacted disability‐related attitudes and specific self‐efficacy of study participants. Study participants (N = 170) were students without disabilities who attended general education schools. Students in an experimental group (N = 77) participated in a Partners to Inclusion Programme. This 1‐year programme provided direct contact with students with disabilities, via weekly or bi‐weekly joint activities that lasted 30–90 min. Participants in a no‐treatment control group (N = 93) did not participate in the programme. We found that disability‐related attitudes and specific self‐efficacy improved over time for participants in the experimental group, but not for participants in the control group. These results extend research findings and practical implications on how to change disability‐related attitudes and biases.