Prejudices towards children with intellectual disabilities (IDs) at inclusive pre-school and its consequences on children’s social-emotional development: a study on parents’ perception in Dhaka

Abstract

Prejudice, in other words, the opinion formed based on personal convictions and preconceptions without real knowledge of the facts and people involved, strongly influences a misleading evaluation and may hinder the inclusion of children in schools, regardless of specific limitations. Inclusion is based on the social justice concept; however, the inclusion of children with IDs in schools depends on others’ attitudes toward them. By interviewing nine parents of pre-school children with mild and moderate levels of IDs, the research shows that while parents broadly value the benefits of inclusive pre-schools that involves promoting diversity and equal opportunity where every child feels accepted, respected, and supported; children with IDs are vulnerable to prejudice and a lack of readiness of teachers and peers to allow for the inclusivity of children with IDs undermines the social-emotional development of these children. Teachers’ verbal abuse and exclusion of children with IDs from class activities, and peer victimization, e.g., labeling them as different and excluding them from groups, resulted in social distance, power imbalance, emotional distress, and low self-esteem and confidence. Hence, the research suggests inclusive pre-schools to a) enhance peer sensitization by celebrating diversity; and initiating buddy programs, cooperative learning models, peer leadership training, and children’s awareness campaigns, and b) build teachers’ capacity to eliminate prejudice and foster human potential and well-being. The research seems beneficial for cultural and social psychology research, applying the concept to study other marginalized groups, and stakeholders willing to develop models centered on the socio-emotional well-being of children with IDs.