FOUNDATIONS OF SPECIAL NEEDS & INCLUSIVE EDUCATION

OVERVIEW
 Brief History of Special Education in Malawi
 Concepts in Special Needs Education
 Attitudes and Prejudices
 Attitudinal Behaviours
 Implications of Attitudinal Behaviours on Pwds
 From Attitudes To Disability
 Attitude and Behaviour Theory
 Attitude Change
 Theories of Attitude Change
 Attitude Change Strategies
Start of formal Education in Malawi
• The British Missionaries started Education in
Nyasaland now Malawi mainly to spread The
Good News (The Word of God)
• The Livingstonia Mission established the first
School at Cape Maclear in Mangochi in 1875 to
spread the Good News and to end Slave Trade
in the districts along Lake Malawi
• The school existed as Chembe but now
registered as Cape Maclear Primary School
Formal Education in Malawi
• Many other church missionaries followed later but
got established in the main land to strategically do
away with the slave trade by Word of God and with
support of teaching literacy skills to the converted
persons.
• The popular slave raiders Mlozi and Jumbe settled
at Nkhota-kota, the main slave trade market centre.
• The Slave Raiders were very strong in the slave
trade business but the Good News was stronger.
Formal Education in Malawi
• Upon arrival at a place, the missionaries first
established a mission station with Bible Class
then literacy skill development classes to those
who were converted.
• The literacy skill classes emphasised on the 3Rs
Reading, wRiting and aRithmetic to enable them
read the Bible and help the missionaries spread
the Good News
Formal Education in Malawi
• Many other missionaries established more
mission stations and more primary schools
but without unified system of education.
• Colonial government
• set Department of Education in 1926 at
Domasi in Zomba and
• established a unified system of education
as village, central and station mission
schools
 Formal Education in Malawi
• The primary learning consisted of village, central
and station schools
• The Village Schools were nursery/preparatory
schools with preparatory classes I, II, III & IV
• Central Schools (Junior Primary) had Stds
1,11&111
• Station Schools (Senior Primary) had Stds IV, V &
VI.
THE VILLAGE SCHOOLS
• Preparatory Day Schools
• Had classes 1,2,3 and 4 for 4 years
• Learnt 3Rs (Reading, wRiting and Number
work and religious instructions
• Learnt in villages at a workable but long
distances to and from respective homes
• Taught in vernacular by unqualified African
Teachers
 Primary Education cont…
• The Central and Station Schools lasted each
for 3 years with a total of 6 years.
• The Central Schools were Junior primary
schools
• The Station Schools were Senior Primary
Schools
• Both Central and Station Schools were
boarding schools away from home.
 Primary Education cont…
• English was a medium of instruction and a
compulsory subject
• Taught by qualified English speaking teachers
• Government examinations in Std III at a
Central School to enter std VI at a Station
School
• And in Std 6 at a Station School to enter a
secondary school or teacher training college.
• The Nyasaland Government established
Jeanes Teacher Training Centre at Domasi
in 1929 to produce qualified African
teachers to serve as supervisors in the
village schools.
• Other teacher training colleges that existed
in addition to the Jeans Teacher Training
College in Zomba were missionary colleges
• Livingstonia Teacher Training College
• Montfort Teacher Training College
Formal Education in Malawi
Some of the mission secondary
schools.
• Blantyre Sec. School (BSS) -1941,
• Zomba Catholic (Box 2)-1943,
• St. Patrick’s-Mzedi (1953) Limbe-Blantyre
Formal Education in Malawi
When were these early mission
secondary schools started?
• Henry Henderson Institute (HHI) - Blantyre
• Robert Brake (Kongwe) - Lilongwe
• William Murry - Lilongwe
• Likuni Boys - Lilongwe
• Robert Laws- Embangweni- Mzimba
• Chaminade Sec School- Karonga
Formal Education in Malawi
Malawi Government built own
secondary schools too:
• Dedza Government (Box 48) -1951
• Mzuzu Government (1959)
• Lilongwe Girls,
• Chichiri Sec. School- Blantyre
• Bwaila Sec. School- Lilongwe
Formal Education in Malawi
• The Department of Education became the
Ministry of Education in 1961 and the
Jeanes became sub-vented institution in
1979 but operational in 1982.
• During the colonial rule, the missionaries
spread the Good News and literacy skills to
all except Persons with Disabilities.
• Why were PWD denied opportunities to
learn the Good News and Literacy skills?
 Education for Persons with
Disabilities in Malawi
• The Catholic Church Missionaries to
Nyasaland now Malawi started education
for persons with Physical disabilities
• Utale 1 Catholic Church Mission of
Mangochi Diocese, established an out
station at Kankao in Balaka in 1947 on
evangelisation purposes.
 Education for Persons with Disabilities in Malawi

• Mr Joseph Maganga was sent at the mission

station as Catechist and literacy teacher
• Rev. Fr. Lossa the Parish (Mission Station)
priest of Montfort Fathers introduced
Standard 5 literacy classes
• The Rev Fr worked with Mr Maganga first
Headteacher to collect persons with Physical
Disabilities to the Bible and academic school
opportunities at Kankao Mission Station.
 Education for Persons with Physical
Disabilities in Malawi
• Two blocks were constructed for learning to
read and write as a special school for persons
with physical Disabilities
• The school became a resource centre, with a
resource room and boarding facilities i.e. a
hostel called Mtendere.
• The resource centre was officially recognised
by the Government of Malawi Ministry of
Education Officials on 23rd March, 1974.
 Education for Persons with
Physical Disabilities in Malawi
• However, the resource centre was
officially opened for learners with
physical disabilities on 10 Nov.,1980.
th

• Specialist teacher were then sent on

the Ministry of Education posting
instructions to teach those with
disabilities at the school
 Education for Persons with Visual
Impairment in Malawi
• Evangelical Church Missionaries from
South Africa pioneered Education for
Persons with Blindness in Malawi
• The South African Evangelical Church
missionaries came to Malawi through
Port Herald (Nsanje Boma)
 Education for Persons with Visual
Impairment in Malawi
• Established first mission stations at Lulwe
and Chididi in Nsanje up hills.
• The Evangelical Missionaries after
sensitisation meeting with Village Head
Nchacha, Lulwe mission Church was started
to be built on 15th March, 1907
• Lulwe mission Church was officially opened
on 10th Nov., 1907 by Mr Hutchinson
 Education for Persons with Visual
Impairment in Malawi
• The Mission had a Bible class, carpentry
workshop and a Dispensary and drug store
built on hill top 1,700 feet above sea level
with a Bell for time keeping on activities like
prayers, literacy classes and sports.
• Persons with Blindness were allowed to attend
to the word of God, be baptised and later they
demonstrated interest to learn to read and
write .
 Education for Persons with Visual
Impairment in Malawi
• A school block was built for the persons who were
Blind to learn to read and write using Braille.
• Mr Graill the first Head teacher opened Lulwe
school for the Blind in 1953 with 29 learners (17
boys and 12 girls) the youngest was 7 years old.
• The mission station missionaries reached at Chididi,
bought a 50 acre land in July, 1909 and established
Chididi out station in 1910 by Mr and Mrs Price who
later built Chididi School for the Blind
 Education for Persons with Visual
Impairment in Malawi
• The Zambezi Industrial Church Missionaries
went on the evangelisation and built many
other mission stations and schools ie at
Michiru – BT, Malosa – zomba
• Following the development Chilanga School
for the Blind was built and opened in 1954
in Kasungu for learners who were Blind.
 INFLUENCE OF BROTHERS OF IMMACULATE
CONCEPTION (BIC) ON SPECIAL NEEDS EDUCATION IN
MALAWI and AFRICA and beyond

• The BIC congregation based in Netherland – Holland

sent a team of young Reverent Brothers to Malawi
then Nyasaland late 1950s
• The team consisted of Bros Tasizio (Timba), Rudoff,
Gerald (Gwedemu), Hortensius, Ludwin Speth,
Wladimire,
• They were all interested in evangelisation through
promoting formal education in many areas:
• Primary and Secondary Education
• Special Education.
 INFLUENCE OF BROTHERS OF IMMACULATE
CONCEPTION (BIC) ON SPECIAL NEEDS
EDUCATION IN MALAWI and AFRICA and beyond
• They reported to Bishop of Blantyre Arch
Diocese who helped them find a place to settle
and work to attain their dreams for Malawians.
• They settled at Montfort – Nguludi, Masikini
Village, T/A Likoswe, Chiradzulu that later
became the one-stop resource centre (Capital
Hill) for Special Needs Education in Malawi,
Africa and beyond.
 INFLUENCE OF BROTHERS OF IMMACULATE
CONCEPTION (BIC) ON SPECIAL NEEDS
EDUCATION IN MALAWI and AFRICA and beyond
• Those who were interested in promoting
education and training and graduating
qualified teachers for both government
and mission primary schools built Montfort
Teacher Training College, Montfort
Demonstration Primary School and staff
houses and later St. Patricks Sec. School.
 BIC ON SPECIAL NEEDS EDUCATION IN
MALAWI, AFRICA and beyond
• Brother Rudoff interested in education for the Blind,
built Centre for teacher training for the education of
the Blind and resource centres for the Blind ie
Saopa (Changa) Primary school in Chikwawa now at
Makande Primary School, St. Patricks Secondary
School resource centres.
• Brothers Hortensius, Ludwin Speth and Wladimire
were interested in establishing a Centre for the
Education of the Deaf with Audiology Clinic and
Special Schools for the Deaf.
 EDUCATION FOR THE DEAF
• He requested Montfort Teacher Training College for a
classroom and started training teachers in speech and
language development in 1968.
• The first class had the following trainees: Messers R.T.C
Munyenyembe, W. Mc Jesse, J. Nanthulu, M.B Hara
from Chitipa, Thyolo, Dedza and Mzimba respectively.
• Bro. Hortensius was joined by other two Brothers:
Ludwin Speth and Wladmire as teacher trainers for the
deaf who worked with Government of Malawi through
the Ministry of Education to offer Certificates for the
Deaf to the successful students.
 EDUCATION FOR THE DEAF
• In the same year 1968, Mary view School
for the Deaf, hostels, four teachers houses,
administration block with Audiology Clinic
were opened
• The first teachers were Merrs Hara (HT),
Mumba, Sagawa, Khoko, Mhango.
• Officially opened on 20th November, 1971 by
then the president of Republic of Malawi, Dr
Hastings Kamuzu Banda.
• Later, the two Brothers worked with the Ministry of
Education and the BIC congregation in Holland to
open other schools for the Deaf to serve more
children who were/are Deaf
• Brother Ludwin Speth consulted Dedza Diocese and
T/A Kachindamoto for a place to build a school for
the Deaf.
• He was offered a place that was once a leprosarium
centre at Mua Mission in Ntakataka, Dedza.
• Few teachers and learners were taken from Mua
School for the Deaf to open the school using
Leprosarium structures in 1985.
• The leprosarium centre had a village where
people with leprosy lived in their houses.
• There was enough land that people with
leprosy opened their gardens
• A clinic where they visited for treatment
• Few staff houses, a recreation hall and
chapel.
• When the leprosy was declared no more the
village houses were pulled down
• The rest of the facilities were left unused
• Leprosarium centre was handed over to the
BIC, the structures were renovated for a new
school in1983/84
• The school, Mua school for the Deaf
opened its doors in1984/85 academic year
with teachers and learners from Mua School
for the Deaf to open the new school.
• First corhort of teachers Merrs Rauchi (HT),
Nyirenda (DHT), Mwale and Chikonje as staff
members
• Some learners were Malonje Phiri,
Sekerani Kufakwina and Lucy Siwinda
with Sr. James as the Matron and Bro.
Ludwin Speth as the school manager
• Later, Bro. Ludwin Speth built a new
school blocks with eight new teachers
houses.
• Mua School for the Deaf was officially
opened in 1991.
• Bro. Wladmire also desired to open another
school.
• The Malawi Government allowed him to build a
school at then Bwumbwe Young Pioneer Base.
• The Mountain view School for the Deaf
was built in 1994 with teachers from Mua
School for the Deaf
• Mr Mipando and Mr Margreta from Mua School
for the Deaf were appointed Head teacher and
as Deputy Head respectively
• In order to reach as many children as possible the
BIC negotiated with the Livingstonia Synod to find
places for new schools for the deaf up north
• One place was found at Embangweni CCAP Mission
near Robert Laws Sec School for the new school
• Mr G. Mtonga from Maryview School for the Deaf
was appointed to start and head the new school
and merrs H. Hara (DHT), Mwamatope, Mondwe
from Mua School for the Deaf as staff members
• The new school blocks were built and opened as
Embangweni School for the Deaf
• Another place was found at Bwiba at Karonga Boma
near Chaminade Sec School.
• A new school for the Deaf was built called Bwiba
School for the Deaf.
• Mr Mondwe a teacher from Embangweni School for the
Deaf was appointed to start and head the new school.
• He started the school blocks built of and thatched with
grass
• Better school blocks were built later and is now called
Karonga School for the Deaf.
 Education for Persons with Learning Difficulties

• Two non governmental organisations initiated the

special education for persons with learning
difficulties and Malawi Government took over for
learners in schools.
• Cheshire Home, Blantyre in 1984 in Ndirande
Township along HHI – Ndirande - Chileka Road
• The Save Our Sours (SOS) Children Village
emulated in 1986 nearby the M1 Road between
Bunda Turn off and Lilongwe Girls Secondary
School
 EDUCATION FOR PERSONS WITH LEARNING DIFFICULTIES

• Malawi Government realised population increase

of learners with learning Difficulties.
• However, they were totally ignored in many
forms of education and rehabilitation opportunity
programmes.
• Malawi MoEd with support from the United
Nations Development Programme (UNDP) the 5th
country programme started education programme
for learners with learning Difficulties in 1996.
Education for persons with Learning Difficulties

• Unfortunately in end 1996 the UNDP handed over

the programme to the Malawi MoEd leaving it not
well developed.
• The MoEd with support from Special Needs
Education immediately took over the programme
and started with teacher training programme
• The MoEd delegated Montfort SNE Teacher Training
College with its capacity to be responsible for the
training of teachers for learners with learning
Difficulties in the country.
Education for persons with Learning Difficulties

• Vacancy was circulated for training opportunity and

15 qualified teachers were admitted for training in
1996 - 97 academic year
• In 1998, upon successful completion the specialist
teachers were deployed to teach learners with
learning difficulties in mainstream primary schools
resource centres
• The learners were taught using integrated
education programme with resource rooms
placement programme in the schools
Education for Persons with Deafblind

• Developed from Audiology Clinic assessment

at Maryview School for the Deaf.
• Identified and diagnosed few children with
Deafblind who could not be placed at
Maryview school for the Deaf
• Placed at Montfort Demo. Resource Centre to
be supported by Sr Kulombe, Specialist
Teacher for Learning Difficulties and Mr
Kuphazi the Specialist teacher for the Blind.
Education for Persons with Deafblind

• The challenge turned as an training

opportunity to accommodate such children
with Deafblind
• Both Mr Kuphazi and Sr Kulombe won
scholarships for further training in Kenya and
Osloo respectively
• Sr Kulombe of Srs of Immaculate Conception
initiated the founding of Chisombezi Deafbind
Centre at Montfort Campus
CONCEPTS IN SPECIAL NEEDS AND INCLUSIVE EDUCATION

• Disability
• Impairment
• Handicap
• Irresponsive environment
• Attitudes and prejudices
CONCEPTS IN SPECIAL NEEDS AND INCLUSIVE EDUCATION

• Special Needs
• Special Needs Education
• Special Educational Needs
• Inclusive Education
• Special School
• Resource Room
• Resource Centre
• Mainstream School
DISABILITY

• The term Disability exists in our societies to

describe persons that appear with very
different physical body structure.
• The society often use Disability to distance
persons that appear very different from
usual body structure.
• Persons that were/are strange in
appearance were/are thought as can not….
or not able to…. do any activity for their
living.
DISABILITY

• Therefore, the term Dis-ability was literary

translated as not able to or can not……
• The reality is that Disability means
experiencing significantly greater difficulties in
doing an activity for survival.
• Therefore a person with disability experiences
significantly greater difficulties in performing
a certain activity for survival.
DISABILITY cont…
A person experiences significantly greater
difficulties to perform an activity for
survival because of
• Impairments or
• Handicaps or
• Unfriendly environment or
• Attitude and prejudices
IMPAIRMENT

• Impairment means damage of a body

part(s), organ(s) or system(s) and mind
• Body structures ie limbs
• Sensory organs ie the eye, the ear and
eye-ear, and the brain.
• Body systems ie digestive system
• Psychological damage ie mental health or
wrong mind-set/kind of thought
IMPAIRMENT

• An impairment is initiated by a genetic

mutation or psychological or disease
attack.
• Therefore, an impairment exists in a
person as an after effect of the attack
• Impairment can be inherited or acquired
• Impairment is a permanent
damage/issue
IMPAIRMENT

• The permanent damage on the body

is named differently in education and in
clinical fields
• The clinical field the damage is called a
disorder as opposed to impairment in
education
• A disorder appears after medical
treatment or cure
PERSONS WITH IMPAIRMENTS

Persons with Learning Difficulties

• The brain controls and coordinates body parts to
easily do an activity for survival
• If the brain is damaged person shall have difficulties
in using particular body parts to do a certain activity
for survival
• When the persons brain for learning is damaged,
the person belongs to Learning Difficulties
• A person with Learning Difficulties demonstrates
significant difficulties in controlling and coordinating
body parts to perform an activity.
PERSONS WITH IMPAIRMENTS

Persons with Visual Impairment

• Persons with Visual Impairment is a person
whose eye was damaged
• Eye damage makes the vision to be damaged
too resulting in a person not seeing properly.
• blindness
• low vision
• long vision/sight
• short vision/sight
PERSONS WITH SENSORY IMPAIRMENTS EXPERIENCE

• Hearing Loss because of ear damage

• Visual Loss following damage of the
eye
• Hearing and Visual Loss following
damage of both the ear and the eye
HANDICAPS

 Handicaps are limitations or restrictions or barriers built

across ones way towards achieving highest potential
 In life one experiences barriers that makes it
significantly difficult to achieve ones dream or ambition
 Such challenges are handicaps and if one stops fighting
against to break through, ones life becomes difficult to
enjoy.
 Ones future is dependent on ones choice of living and
the self-will to stand firm and break through the
barriers, one at a time.
Irresponsive environment

 The kind of environment one lived or lives

plays a greater role in making ones future
be it struggling or enjoyable.
 The kind of a environment is more
influential than impairment.
 Not necessarily an impairment but the
responsiveness of ones environment is all
what matters, ie the parents in the home,
teachers in the school and or the leadership
in the country or nation.
Education for persons with Deafblindness
DESCRIPTIONS OF ATTITUDES AND PREJUDICES

BEHAVIOUR

EMOTIONS

SENSATION

INDUCEMENT

ATTITUDES

EVALUATIONS
 EMOTIONS AND ATTITUDES

 Emotions and attitudes are both understood as ones

feelings for or against a subject of thought hence
interchangeably used in communication
 However, in psychology the terms differ and are used
differently
 Emotions are those feelings that exist in a person
through sensations or inducement.
 The sensational emotions are generated from the picture
one gets through observation ie what you have seen or
heard
 Emotional feelings are the inner thought that has been
induced rather enticed by the picture as observed
 EMOTIONS AND ATTITUDES

 Attitudes are feelings that differ from the emotional feelings

 Attitudes are those feelings that exist in a person as a kind
of knowledge learnt from the community or society one
lives or lived
 Every community or society exists with its own identity in
terms culture and traditions and norms that bind the
people to live as one unique group
 Every community or society has own perception over
certain issues, ideas or other persons
 Perceptions that exist in community or society, negative or
positive are described as attitude and are often passed on
from generation to generation
 EMOTIONS AND ATTITUDES

Emotions versus Attitudes

 Results in covert behaviour Results in overt behaviour
 Short living Long living
 Exists and dies in a person Inherited thr. generations
 Determines ones personality Social identity
 Sensationally induced Learnt traditional culture
and beliefs
ATTITUDES AND PREJUDICES

Attitudes
 Feelings of self or others
 Feelings can either be positive or negative evaluations of
objects of thought,(Weiten 2007; Aljzen 2001 in
Aronson et al 2007)
 Objects of thought are social issues, ideas or people in a
society.
 Attitudes are a gauge of our liking for someone or
something or situation,(Smith, Ralph W. et al 2001).
 We love or hate; admire or detest someone or something
or a situation whose degree depends on our amount of
the type of attitude towards
Attitudes cont…

Attitudes influence our behaviour

towards persons, places,
situations or things
Attitudes deal with the degree of
our liking or disliking
Behaviour deals with our actions
towards the like or dislike.
ORIGIN OF ATTITUDES
Genes
Twins have similar attitudes
People may have inherited attitudes
traits from parents ie personality
Environment
The environment where one is born and
brought up plays a greater role in
shaping our attitudes
ATTITUDE COMPONENTS

Attitudes are in three components

Cognitive component
The cognitive component of attitudes
consists of thoughts and beliefs that
people in a societies have learnt and held
over time about the objects of thought.
Such attitudes are cognitively based
attitudes over persons, places, situations or
things
 ATTITUDE COMPONENTS cont….

Assignment
Discuss beliefs and thoughts that our
society holds in
oHomes
oSchools
oPeer groups
ATTITUDE COMPONENTS cont……

Affective component
 Affective attitudes are based on individual emotions and
values
 The emotional feelings are stimulated by an object of
thought.
 They are based on sensory perceptions
 People express their feelings whenever they see someone
behaving in a certain way or experience something i.e.
expression of feelings of love, fear, anger, appreciation,
jealous, wonder, surprise, shame, happiness …………
 It originates from amygdala brain centre.
 Affective component cont….

 Affective attitudes are also based on learnt personal

values
 Moral or religious or cultural values determine
our affections over the object of thought
 Feelings on abortion, death penalty etc differ from
person to person
 People differ in values they hold in their religions or
cultural traditions
 Affective attitudes do not just result from cold
examinations of facts but more from religious or
cultural values learnt in their societies
ATTITUDE COMPONENTS Cont……

Affective component
Assignment
oDraw and locate amygdala brain centre
oExplain functions of amygdala brain
centre in relation to feeling.
oWhat part of the nervous system is
responsible for controlling expressions
of our emotional feelings.
ATTITUDE COMPONENTS Cont……

Behavioural component
They are attitudes that consists of
predispositions/tendences to act in a certain
way towards an attitudes objects
Emotional feelings make changes in our body in
readiness to show the feeling outwards in
response to what has been experienced.
The time when the body transforms the feeling
into action relevant to the type and degree of
feeling
ATTITUDE COMPONENTS cont……

Behavioural component
 Behaviorally based attitudes also stem from people’s
observation
 Attitudes can as well come from people’s observation
of how one behaves towards ideas, issues,
something or group of other people
 Such attitudes are about self perception theory
that states people can not know how one feels
until they see how the individual behaves
 People infer their attitudes from ones bahaviour.
ATTITUDE COMPONENTS Cont……

Behavioural component
Group work
oDiscuss changes of the body when it
experiences something strange or new for
example a snake.
oExplain what the body does thereafter in
response.
oIdentify the brain centre that is responsible
for controlling levels of body responses
VARIATIONS OF ATTITUDES
Attitudes vary in their strength, accessibility
and ambivalence, (Olson and Malo 2003).
ATTITUDE STRENGTH
Attitudes differ in their strength.
Strong attitudes tend to be held firmly,
are durable over time and powerful in
their impact on behaviour,(Wheeler and
Tormala 2003).
VARIATIONS OF ATTITUDES cont….
ATTITUDE STRENGTH cont….
 Strong attitudes are more resistance to change
because :
oThey are embedded in the network of beliefs and
values of the society that might require first to change,
(Erber and Watson 1995).
oResistance promote resistance- when people successfully
resist persuasive efforts to change specific attitudes they
often become more certain about those attitudes,
(Tormala and Petty 2002; 2004).
VARIATIONS OF ATTITUDES
Attitudes vary in their strength, accessibility and
ambivalence, (Olson and Malo 2003).
ATTITUDE STRENGTH
Group work.
Discuss practical example of strong attitudes in our
societies.
 Home
 School
 Community
VARIATIONS OF ATTITUDES cont.…..
ATTITUDE ACCESSIBILITY
It refers to how often one thinks about the
object of thought and how quickly it comes
to mind
Highly accessible attitudes are quickly and
readily available,(Fabrigas and Wegener 2005).
Note that highly accessible attitudes tend to
be strong attitudes
VARIATIONS OF ATTITUDES cont.…..

 AMBIVALENCE ATTITUDES
 These are attitudes that have conflicting
evaluations or feelings of both negative and
positive about an object of thought.
 Attitudes that are hippocratic
 When positive and negative feeling ratios come to
be equal, the ambivalence of attitudes increases
 High ambivalence makes attitudes predictability
become less
PREJUDICES

They are statements of judgments

based on ones physical or social
characteristics.
These are our learnt and
commonly held beliefs and
thoughts over persons, places,
situations or things
PREJUDICES

Our societies hold on to these beliefs

and thoughts and pass them on to
generations
The belief and thoughts of a society
form the fabric of the society that
stands as an identity of that particular
society.
Beliefs and thoughts are inherited in our
societies
 COMMON HELD VIEWS ABOUT PEOPLE WITH
DISABILITIES (RIESER, R 2008 :13-14)

Negative attitudes have been there in our cultures and societies

towards people with disabilities
Commonly held views about people with disabilities include
• Demon possessed
• Bewitched or a curse
• Punishment from God for evil deed
• Sick people
• Less of human beings

• D
 COMMON HELD VIEWS cont.………….
•Useless to society
•Objects of pity
•Shameful
•Persons with albinism do not die but just
disappear
•Mothers always blamed of bearing
children with disabilities as is a sign of
unfaithful to a husband therefore
abandoned
COMMON HELD VIEWS cont.………….
•Can not be educated
•Unproductive
•Disgusting to family members
•Government has other
priorities than spending or
waisting resourses for pwd
COMMON HELD VIEWS cont.………….
•Can not have children
•Mother laughed at gulewankulu
•Tool for begging
•Remain children can not behave
like adults
•Having sex with a person with
disability cures HIV and AIDS
COMMON HELD VIEWS cont.………….
•They are a burden
•They are a problem
•They can not make decisions own
•Disability is contagious
•Sign of misfortune
ATTITUDINAL BAHAVIOURS

Attitudinal behaviours are behaviours

derived from a kind of feeling towards an
object of thought
The degree of act onto the object of thought
depends on the type of attitude variation
The greater the strength, ambivalence or
accessibility, the greater the impact or versa
versa.
ATTITUDINAL BAHAVIOURS

Attitudinal behaviours make some people become

others in our societies.
Some people are denied rights and freedoms and
marginalized or disadvantaged or high at
risk group in our societies:
o Girl child
o Women
o Elderly
o Orphans
o Persons with impairments
ATTITUDINAL BARRIERS

 Attitudinal barriers are behaviours of our societies that

make certain group of people become marginalized,
disadvantaged or high at risk of sufferings:
• Girl child
• Women
• Elderly
• Orphans
• Persons with impairments
 Attitudinal barriers are the most limiting form of
environmental barriers, hence called ‘’an invisible wall
of exclusion’’, (Schleien and Green 1997).
CATEGORIES OF ATTITUDINAL BEHAVIOURS
Attitudinal behaviours are in three
categories:
NEGATIVE BEHAVIOUR
• Negative Behaviour means viewing
someone or other group of people as of
less value.
• Persons with disabilities are viewed as
people with less value than persons
without disabilities
NEGATIVE BEHAVIOR cont…
As the result PWDs suffer in our societies
because:
oThey are given exaggerated social
distance ie avoided even eye contact
o They are ridiculed or mocked or
labelled in an absolute and derogatory
manner ie crippled, deaf and dump,
hatchback, dwarf…
CATEGORIES OF ATTITUDINAL BEHAVIOUR
PATERNALISTIC BEHAVIOUR
This is treating other persons like children
that need to be done for all the time.
Paternalistic actions arise from a desire to
show a favour (kindness, kindheartedness,
compassion, sympathy) to someone.
The issue is not in the favour but the
message conveyed in the process of doing
the favour.
TYPES OF ATTITUDINAL BEHAVIOUR cont.…..
PATERNALISTIC BEHAVIOUR
 The favour shows that the person favoured lacks
 Competence
 Maturity and
 Capacity for independence
 The person or group of people is overprotected and
over supported.
 The person becomes incompetent to acquire survival
knowledge and skills that lead to immature in decision
making and lastly dependence over others in almost
everything they need for their survival.
PATERNALISTIC BEHAVIOUR cont….

Group work

Discuss activities that societies do to

show care for the disadvantaged
regardless of implications
CATEGORIES OF ATTITUDINAL BEHAVIOURS

APATHETIC BEHAVIOUR
 Apathetic is an expression of no feeling of sympathy,
understanding nor care of a person or a group of people.
 Apathetic behaviour means deliberately behaving as if a
person or group of people does not exist at all in the
society or families or communities or nation
 PWDs are taken as ethnic group, labeled, stigmatized,
segregated from the communities.
 They are discriminated, ignored of their needs, wants and
concerns in life
EFFECTS OF ATTITUDINAL BEHAVIOURS ON PWDS

The attitudinal behaviours turn out to be

limitations against people with disabilities
A prejudice as noted earlier on as negative
feelings, often false, held towards members
of a group result in behaviours against the
object of thought.
Prejudice is a major social problem
EFFECTS OF ATTITUDINAL BEHAVIOURS ON PWDS

Prejudice as a major social problem

Harms the victims self concepts:
oSuppress their potentials
oCreates in them enormous stress
oPromotes tension and strife between
groups, (Dion 2003).
The negative feelings end in inhuman acts
onto the victims
EFFECTS OF ATTITUDINAL BEHAVIOURS CONT…..

LABELLING
oLabelling is a tendency of naming a person in
relation to how one looks like i.e. appearance
ie physical impairment
oThe society judges a person or persons
capabilities upon their physical appearance or
behavior
oThe name given confirms the behaviour or
appearance the individual displays or shows
often.
EFFECTS OF ATTITUDINAL BEHAVIOURS CONT…..

LABELLING
oLabel has power that changes the
individual to live as the label states.
oLabelling aims at disassociating the
individual because of his/her unusual
behaviour or appearance
oLabelling disregards unique people’s
potential and as a human being.
EFFECTS OF ATTITUDINAL BEHAVIOURS CONT…..

LABELLING

Group work
The society is not to blame for labeling
individuals. Discuss.
CHILD ABUSE AND NEGLECT

Child abuse and neglect is child maltreatment,

(Ashman, Karen 2007).
CHILD ABUSE is in three categories:
Physical abuse
Maltreatment that occurs when a child
experiences an injury or risk of injury as a
result of having been kicked burned,
sturbed/chocked, shaken, thrown by a parent
or surrogate parent,(Kolko2002).
CHILD ABUSE AND NEGLECT
CHILD ABUSE cont….
Sexual abuse
Means any sexual activity with a child where consent
is not or can not be given i.e.
oSexual contact by force or threat regardless of age
of the participants.
oSexual contact between an adult and a child either
by force, deception or understanding.
oIncest - sexual contact by closely related: father –
daughter, mother – son or brother - sister
CHILD ABUSE AND NEGLECT
CHILD ABUSE cont…..
Emotional or psychological abuse
Means belittling, humiliating, rejecting,
undermining the child’s self esteem
generally creating a negative
atmosphere for the child
CHILD ABUSE AND NEGLECT cont.…..

CHILD NEGLECT
Means failure of the child’s parent or
caretaker, who has material resources to do
so, to provide minimally adequate care in
areas of health, nutrition, shelter, education,
supervision, affection, or attention
The child is then taken care of by others for
necessities in life - food, clothing, shelter and
education.
CHILD ABUSE AND NEGLECT cont.…..
CHILD NEGLECT cont….
Emotional/psychological neglect
This child neglect means being passive or
aggressive inattention to the child’s emotional
needs, nurturing or emotional well- being.
The parents, teachers or other responsible
adults choose remain silent, not to be
responsible to meet the child’s
emotional/psychological needs or treat the child
inhumanely
CHILD ABUSE AND NEGLECT cont.…..
CHILD NEGLECT
Example of parental
emotional/psychological maltreatment
include:
child’s detention (tying or locking),
public embarrassment or humiliation
or disgrace
CHILD ABUSE AND NEGLECT cont.…..
deprivation of love and emotional
support,
intimidating by threating,
abandonment, forsaken, rejection etc
emotional and social development
restrictions (overprotection),
serious injury or death.
CHILD ABUSE AND NEGLECT cont.…..

Group assignment
oDiscuss main causes of child abuse and
neglect in our families.
oWhat triggers child abuse and neglect in
our families? Discuss any five main actors.
oExplain any five main effects of child abuse
and neglect onto a developing child.
LANGUAGE USE
Language use is one of the biggest limitation
facing persons with disabilities, (Rag 1989 in
Smith, R. et al 2001: 24).
The societies use disability first language
instead of person first language
• i.e. disabled person instead of a person with
disability;
• a blind person instead of a person who is blind
LANGUAGE USE cont….
This language use style of the societies does show
that people first see and consider the impairment
and the person as a human comes second
Wrong use of language disassociates the
individual from being a member of the own
society.
Disability first language
 a deaf person
 a disabled person
 a handicap person
LANGUAGE USE cont….
This language use style of the
societies does show that people first
see and consider the impairment and
the person as a human comes second
Like labelling, disability first language
aims at disassociating the individual
because of his/her unusual appearance
or behaviour
LANGUAGE USE
Group work
Identify practical example of
disability first language use in
our societies
SEGREGATION
Is the act of separating someone from
others that are meant to be protected
from a contagious disease or an infection.
Group work
1.Identify synonymous words/phrase for
segregation
2.Discuss practical examples in life about
segregation.
STEREOTYPE
Is a generalization statement or fixed idea about
someone or a situation
The statement or idea is often negative or
unfavourable
It makes the concerned to suffer because of
what someone did sometime ago.
Group work
Explain with examples experiences of stereotype
 STIGMA
Is a disgraceful act in our societies
It’s a signal, mark, sign or character that is
disgraceful in a society
The signal tells or demonstrates or shows
that s/he did a kind of unaccepted
moral behavior
Its religiously understood as a sin
STIGMA
Group work
1. Identify things in our societies that
appear as unaccepted, immoral and
disgraceful.
2. Discuss traditional acts of the society
towards the individuals who seem to
have behaved disgracefully.
 DISCRIMINATION
Is an inhuman behaviour or act or
treatment onto an individual resulting from
negative attitudes or prejudices
Discrimination can be in form of policies
and social practices that harm a group or
its members directly.
It denies the individual to attain his/her
freedoms or rights
 DISCRIMINATION cont….
Types of Discrimination:
Attitudinal discrimination, is the
discrimination against members of the
group either verbally, physically or
psychologically
Institutional discrimination, refer to law,
policies and arrangements that deny
enjoyment of equal rights
DISCRIMINATION cont.……..
Group work
1. Discuss common practices of discrimination in our
societies against women, girl child, the elderly , orphans
and persons with disabilities in our: homes/families,
schools, religious institutions and nation.
2. Identify institutional discrimination in the Education
System Practices.
3. What does the law (Constitution of Malawi) say about
discrimination.
4. Identify institutions that deal with cases of violation of
human rights
IMPLICATIONS OF ATTITUDINAL BEHAVIOURS
Negative attitudes is one of the most powerful
obstacle that individuals with disabilities face
(Schleien et al 1997)
They make persons with disabilities to play:
Sick roles resulting them into being:
Patients hence need to be done for everything
Dependent on others to gain full participation and
effective learning
Immature in thought and acts or responses to
experiences
IMPLICATIONS OF ATTITUDINAL BEHAVIOURS
Self esteem development damage
Self esteem, the value one places
upon self (self worthiness) gets
damaged or upheld
Self esteem is probably the most
important attitude one develops about
self, (James 1890).
Factors of self esteem development or
damage:
Self esteem development or damage can be
influenced by:
Parent- child interaction that develops into self
liking or disliking
Cultural and traditions that provide individuals
with specific experiences about self
Opinion of others i.e. comments over child
abilities
Factors of self esteem development or damage cont…

When one fails to value self, h/she develops:

Ill health that originate from the failure to regard
oneself as significant member of the community
Develops feelings of inadequacy, helplessness, and
consistently underestimate one’s abilities
The individual’s self esteem development damage
often results into mental disturbance/illness
CHARACTERISTICS OF HIGH SELF ESTEEM
Persons with high self esteem demonstrates
 Positive and realistic views of themselves and own abilities
 Persevere
 Active and expressive in all
 Enjoy participating with others or in things
 Confident and does not spend time worried with criticisms
 Successful in academics or other life activities for
independence
 More attractive physically, more popular and better liked by
others
 Come from fair, loving, good behaviour, rewarding parents that
are significantly interested in children’s affairs.
CHARACTERISTICS OF LOW SELF ESTEEM.
Persons with low self esteem demonstrates:
Visionless
Regard parents as unfair
Fearful
Self conscious
Over sensitive to criticisms
Sad feelings
Come from parents that are less interested
or over interested in them and their affairs
CHARACTERISTICS OF LOW SELF ESTEEM cont..
Pre- occupied with their own problems
Under rate themselves (Look down upon
themselves)
Reluctant to join social interactions:
competitions, debate etc.
Isolate themselves from others
Over dependent on others
Far less ambitious for better life
Less apparent standards



FROM ATTITUDES and PREJUDICES TO DISABILITY
In conclusion
The traditional model of thought appear to be
very powerful barrier for people with disabilities
to be included in our societies
Charitable or protective practices result in
response to inhuman treatment
Led to improvements in material and monitory
support for pwds
PWDs become objects of charity or asylum
FROM ATTITUDES and PREJUDICES TO DISABILITY cont..
PWDs Movements rejected the charity approach and
inhuman treatment
PWDs want to be treated as normal citizens, with rights
and freedoms
PWDs need to be treated equally and participate as equal
citizens in their communities
PWDs are people (human beings) and not disabilities nor
impairments
PWDs Movements often call for understanding about
disability and impairment and their influencing factors for
respect of human dignity.
DISABILITY, IMPAIRMENT AND HANDICAPS
DISABILITY

Disability is a loss or limitation of
opportunities resulting in experiencing
significantly greater difficulty to take part in
the normal life in the community on the equal
level with others due to a loss or limitation of
opportunities (physical or social barriers) ,
(Disabled People’s International,1981).
DISABILITY, IMPAIRMENT AND HANDICAPS
DISABILITY
Normally one is born with capacities to do certain
activities for survival in life.
The environment where one is brought up should
be able to provide ones needs to stimulate the
inborn survival tendencies.
Unfriendly (irresponsive) environment is one of the
most dangerous disability causing factor that
greatly reduces ones functional level to acquire
survival skills.
 IMPAIRMENT
A damage of a body part ie a limb or
organ is called impairment.
When the damage occurs, one
experiences difficulties in performing
activities that require using the body
parts that were damaged
Impairment brings about a dysfunction of
the part or organ or system of the body.
 IMPAIRMENT
The person is then thought as not able.
The person is named as disabled.
The degree of disability will depend on
the degree of the dysfunction or defect.
The body parts (limbs, organs or
systems) are defected following genetic
or non genetic factors
IMPAIRMENT cont..
 Impairments are of different types most of which are
called by either the name of the part of the body
defected or of its function i.e. ear damage or eye
damage hence called
oVisual impairment
oHearing impairment
oLearning Difficulties
oDeafblind
 The impairments are also named by the name of the
amount of function of the sense organ damaged i.e.
hearing loss
HANDICAPS
One may not have impairment but can be
brought up in unfriendly environment.
Such an environment shall make him or her
experience significant challenges to perform
other activities for ones enjoyment in life.
He or she shall experience limitations or
barriers or hindrances that will prevent him
or her from reaching his or her highest
potential(s).
HANDICAPS
These environmental barriers are called
handicaps
Handicaps originate from the society we
live or brought up imposed on persons
with or without impairment.
Negative social limitations are against
ones strengths and opportunities to enjoy
ones freedoms and rights
o
Diagrammatic representation of the relationships
of disability, impairment and handicap

DISABILITY

ATTITUDES & UNFRIENDLY

IMPAIRMENTS ENVIRONMENT
PREJUDICES (HANDCAPS)

SENSORY PHYSICAL HEALTH INSTITUTI SOCIAL STRUCTUA

IMPAIRME IMPAIRME IMPAIRME ONAL L
NTS NTS NTS BARRIERS BARRIERS BARRIERS
THEORY OF ATTITUDE AND
BEHAVIOUR
Theory of Planned Behaviour
Ajsen (1988,1991) developed
attitude model that explains the
relationship between Attitude and
Behaviour.
The attitude model developed a
theoretical understanding called the
theory of planned behavior.
THEORY OF ATTITUDE AND
BEHAVIOUR
The theory of planned behavior holds
that attitude towards a specific behaviour
and the subjective norm along with a
perceived behavioural control combine
and bring about a behaviour intention and
Behaviour.
Attitude towards object of thought, beliefs
and thoughts and one’s behavioural control
power combine to bring about the behavioral
intention that ends in actual Behaviour
Theory of Planned Behaviour cont…..

attitude towards a specific behaviour

• Our feelings are triggered by what we experience
• What we specifically see, hear, touch, taste or
smell changes the way we feel about the object of
thought
• What we have experienced constructs a kind of
mind set in us
• The kind of mind set, makes us decide to doing
something in response and lastly respond
accordingly
Theory of Planned Behaviour cont…..

attitude towards the subjective norm

• The kind of decision we have made
becomes dependent on the our attitude
towards the subjective norm
• A kind of school of thoughts, beliefs or
ideologies we have gone through and
acquired controls our decision making and
behavioural response
Theory of Planned Behaviour cont…..

a perceived behavioural control power

• It is common to make a decision to act upon the
object of thought expressing a kind of feeling one
holds.
• It is uncommon to postpone the action planned to
allow to think of possible alternatives in order to
make a right decision
• It calls for an individual to have a strong behaviour
control ability that determines ones final
decision to act or not to act
THEORY OF ATTITUDE AND BEAHVIOUR
cont.……
DIAGRAMATIC REPRESENTATION OF PLANNED BEHAVIOUR THEORY

Attitude towards
object of thought
+
Subjective norms
Behavioural
(Beliefs and Behaviour
thoughts) Intention
+
Behavioural
control
Source: Ajsen 1991: 179-211
ATTITUDE CHANGE
Attitude change occurs under social influence
What or how people say or/and do about something, idea,
situation or group of people can change other people’s
feeling towards the object of thought
Change people’s attitudes by other people’s behaviour (say
or/and do)
Use persuasive communication, the approach called the Yale
Attitude Change Approach
The Yale Attitude Change Approach effectiveness depends
on who says or does what and to whom.
It’s about communication: the source, the nature and the
audience
ATTITUDE CHANGE cont….

People’s attitudes can be changed by

 motivating them to pay attention to facts in
communication or
 influence them using more superficial
characteristics in communication
Two different routes to attitude change, the details of
which will be explained later
In relation to choice of the route to attitude change,
Richard Cohen in 1991 warns, “ The ability to capture and
kill a person is relatively simple task compared with
changing his/her mind.”
THEORIES OF ATTITUDE CHANGE
Many theories explain how attitude change occurs in
response to persuasion
Learning theories of attitude change
 Classical (Evaluative) conditioning (Olson and Fasio 2001,
2003) states that attitude change occurs by making the
object look more attractive than before.
o It happens when doing business advertisements of a
good new brand or model is paired with a bad old brand to
elicit pleasant emotional responses
oThe persuasive technique is that the good model is made
extremely attractive, use of highly likable spokesperson
and cherished events
LEARNING THEORIES OF ATTITUDE CHANGE cont….

Operant conditioning
oUse of open expression of an attitude i.e. ‘if
I were not married I would not dare miss
that one for a wife’(Bohner and Schwars
2001)
oThis persuasive technique faces
disagreements that likely weaken the
comments to ones viewpoint
LEARNING THEORIES OF ATTITUDE CHANGE CONT….

Observational learning (Oskamp

1991)
oChildren often take comments of their
parents as true and good to follow
oOpinions of teachers etc. easily sway
people’s attitudes through observation
learning
COGNITIVE DISSONANCE THEORY OF ATTITUDE CHANGE

Cognitive means thought and Dissonance

means disagreements, clashes thoughts and
beliefs thus failure to have a specific type of
attitude towards the object of thought
The Festigner 1957 Cognitive Dissonance
theory states that inconsistency, clashing
thoughts and beliefs cause discomfort
among attitudes and propels people in the
direction of need for attitude change
COGNITIVE DISSONANCE THEORY OF ATTITUDE CHANGE

S/he lacks a well defined type of

attitude, lacks consistency of attitudes
that causes tension among attitudes
in the individual
The inconsistency creates need for
attitude change
SELF-PERCEPTION THEORY OF ATTITUDE CHANGE

Bem’s self perception theory (1967) states that people

often infer their attitudes from their own behaviour.
Inconsistent attitudes, make an individual evaluate
own behaviour at hand in order to reduce the tension
and have a definite attitude towards the object of
thought
Olson and Stone 2005 calls this situation as inferring
attitudes from own behaviour.
Bem’s theory explains that Behaviour determines
attitudes thus the opposite to the traditional view that
holds attitudes determine Behaviour
DIAGRAMATIC REPRESENTATION OF TRADITIONAL
VIEW & BEM’S SELF PERCEPTION THEORY

TRADITIONAL VIEW
(Attitudes Determine ATTITUDES BEHAVIOUR
Behaviour)

BEM’S SELF
PERCEPTION THEORY BEHAVIOUR ATTITUDES
(Behaviour Determine
Attitudes)
ELABORATION LIKELIHOOD MODEL OF CHANGE

Originally proposed by Petty, Richard and

Cacloppo, John 1986
The model of change states that there are
two basic routes to persuasion for attitude
change:
Central Route
The central route is taken when people
carefully ponder the content and logic of
persuasive messages
ELABORATION LIKELIHOOD MODEL OF CHANGE
Peripheral Route
The peripheral route is taken when persuasion depends on
non message factors i.e. attractiveness and credibility of
the source or conditioned emotional responses.
Durability of attitude change depends on the extent to
which people elaborate (think about) the contents of
persuasive communications
The central route leads to more enduring attitude change
than the peripheral route
The central route attitude change predicts behaviour better
than the peripheral attitude change,(Kruglanski and Strobe
2005).
DIAGRAMMATIC REPRESENTATION OF
ELABORATION LIKELIHOOD MODEL OF CHANGE
PROCESSING
INTPUT OUT PUT
STRATEGY

HIGH CENTRAL
ABILITY ROUTE

SOURCE
MESSAGE
AUDIENCE PERSUASION

LOW PERIPHERAL
ABILITY ROUTE
BASIC PERSUASIVE ROUTES TO
ATTITUDE CHANGE
HIGH
PERSUASION MORE
ELABORATION
CENTRAL BASED ON DURABLE
CAREFUL
ROUTE CONTENT AND ATTITUDE
PROCESSING OF
LOGIC MESSAGE CHANGE
INFORMATION
PERSUASION LOW ELABORATION LESS
BASED ON MINIMAL DURABLE
PERIPHERAL
NON PROCESSING OF ATTITUDE
ROUTE
MESSAGE INFORMATION CHANGE
FACTS
 ATTITUDE CHANGE STRATEGIES
REFERENCE GROUP (Role Model Group)
• Any group an individual uses as a standard for
social comparison is a reference group that
someone wishes to identify with.
• It’s a group whose attitudes and values one cares
about, Coon and Mitterer 2009: Ajzen 2005.
• An individual uses this group as a model whose
attitudes and values to follow to be or to become
like.
 ATTITUDE CHANGE STRATEGIES
REFERENCE GROUP ( Role Model Group) cont…..
• Experience is the greatest teacher. Therefore,
people can learn change their behaviour through
exposure.
• Parents and guardians can be exposed to different
groups of people of different attitudes expressing
different behaviours towards ie girl children and
their access to education for them to be able to
choose the group each would like to associate
with and be like.
 ATTITUDE CHANGE STRATEGY Cont……
PERSUASION STRATEGIES
• Brock and Green (2005) in Coon and Mitterer
(2009) describe persuasion as any deliberate
attempt to change attitude or beliefs of people
through information and arguments.
• The Bem’s (1967) Perception Theory states that
people often infer their attitudes from their
bahaviour.
• The Perception theory holds that behaviour
determine attitudes.
 ATTITUDE CHANGE STRATEGY Cont……
PERSUASION STRATEGIES cont….
• The theory applies when parents and guardians get exposed to
other people’s negative behaviour towards i.e. girl children, hold
discussions to reflect on their behaviour implications and learn to
change their attitudes.
• The peoples way of thinking about something, someone or situation
can change when they reflect on the implications of own behaviour.
• Therefore the following shall be used in persuasion; media
information, discussions (focus group discussions, panel discussions,
debates), arts activities (music and dances, poems, dramma groups,
plays and comedy groups) and video clip shows or visits.
ATTITUDE CHANGE STRATEGY CONT….
SOCIAL INTERACTIONS
• Festinger (1957) Cognitive Dissonance Theory states that
contradictions or clashing thoughts and beliefs cause discomfort
hence need for consistency in thoughts, perceptions and images of
ourselves.
• Such disagreement in attitudes and thoughts in people can
therefore be dealt with by using social interaction strategy.
• Frequent equal status contact reduces prejudices and stereotyping,
(Olson and Sanna 1993; Werner et al 2003 in Coon and Mitterer
2007).
• Equal status contact is a social interaction on an equal footing
without obvious differences in power, age or status.
ATTITUDE CHANGE STRATEGY CONT….
SOCIAL INTERACTIONS
• Personal contact with disliked group tend to induce friendly
behaviour, respect and liking.
• Children ie girls shall be given chance to interact with their
parents and guardians in a school setting through use of
regular Open Days.
• Use of regular School Open Days where children shall
prepare exhibitions and shows in form of dramas, plays,
poems, music and dances to aiming at interacting with their
parents and guardians to change their mind set towards
them and their education.
ATTITUDE CHANGE CONT……
SUPER ORDINATE GOALS
• It’s about working together for the common goal. Working together
for a common goal helps reduce social conflicts between and
among people.
• It encourages people in opposing groups to see themselves as
members of a single, large group, (Gaertner et al 2000).
• Using this knowledge, children i.e. girls who often are stereotyped
and discriminated should feel useful, valued and belonging to
schools and homes by involving them in many activities regardless
of sex.
• They should therefore be seen taking part in leadership roles and
involvement in development activities in schools and homes.
REFERENCES
• Rieser, R (2008) Implementing Inclusive Education.
Marborough House, Pall Mal, U.K.
• Weiten, W (2007) Psychology. Thomson Wadsworth,
Belmont, U.S.A.
• Kottak, C.P. (2004) Cultural Anthropology, “Roots of ethnic
conflict.’’ McGraw Hill, New York,U.S.A.
REFERENCES cont….
• Asjen (1991) Organisational Behaviour and Human Decision
Process
• Coon, D and Mitterer, J 2007 Psychology. Thomson Wadsworth,
Belmore, U.S.A.
• Aronson et al (2007) Social Psychology. Pearson Prentice Hall,
New Jersey. USA
• Kassin et al (2008) Social Psychology. Wadsworth. USA
• Nelson (2011) Psychology. Nelson Cengage Learning. Australia.