Gotowość do akceptacji rówieśników z niepełnosprawnością intelektualną we wspólnej przestrzeni edukacyjnej
Readiness to accept peers with intellectual disabilities in a common learning space

Summary/Abstract: The article presents the results of the analysis of the readiness of peers without disabilities toaccept peers with intellectual disabilities in a common learning space. A total of 401 students,attending post-secondary schools, participated in the study. The Integration Readiness Scalewas used to collect the research results. It was found that the level of readiness of youthsfrom post-primary schools to function in a shared learning space with peers with reducedintellectual performance can be considered as satisfactory. At the same time, there wasa significant variation in the results obtained which depended on the demographiccharacteristics selected, previous contacts with a person with disabilities at school, and thetype of interaction distance to which the consent applied. Unfortunately, as the potentialdistance decreased so did the readiness to integrate learning with peers experiencing a reducedintellectual performance. In addition, a clearly greater readiness for both direct and indirectinteractions (at further distances) was characteristic of girls when compared to boys.Furthermore, it has also turned out that students who had direct contact with peers withintellectual disabilities in their school education are characterised by a lower readiness tointegrate, when compared to youths who did not have such contacts. The research results justify the need to better prepare students without disabilities to work together with suchpeers in the school environment.

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