College Students' Attitudes Towards Intellectual, Developmental, Learning, and Physical Disabilities

College Students' Attitudes towards Intellectual, Developmental, Learning, and Physical Disabilities

Alivia E. Luck

Abstract

Students' attitudes towards people with intellectual, learning, developmental, and physical disabilities were examined to measure compassion for people with disabilities and to identify potential causes for biased thinking. A survey developed by the researcher was administered to 100 students in introductory psychology, introductory sociology, and upper level psychology courses at a small Midwestern university. The findings were analyzed using a one way ANOVA to support the idea that males were less compassionate than females (sig <.001 ). Social science students were more compassionate than other majors (sig < .001 ). Also, students with personal experiences with disabilities were more compassionate than those without personal experience (sig <.001 ). The study implicates that if compassion for others is needed in some professions than education and programs should be set up to promote compassion.

Keywords: students, attitudes, disabilities, intellectual disabilities, developmental disabilities, physical disabilities

The word 'disabled' seems to be a negative word in today's society that most people feel afraid to talk about, possibly because of fear of pointing out differences and causing tension (ESRC, 2010). Disabilities can include physical, mental, intellectual, and learning impairments. Positive attitudes towards disabilities are far and few between and may become the cause for lack of compassion towards people with disabilities. In 2009, approximately 12% of the United States population was individuals with disabilities and 5.7% of the population were aged 18-64 (U.S. Census, 2010). According to the U.S. Census, the numbers of disabilities are expected to increase by 7% in 2030; education about disabilities appears to be a crucial factor in acceptance and understanding of the United States growing population.

Throughout history, disabilities have always been misunderstood and date back as far as Aristotle's days when he mentioned that 'those born deaf become senseless and incapable of reason' (Chadwick, 2003). This concept about people with disabilities ran throughout history even into World War II when Hitler started 'mercy killing' which involved killing the sick and disabled, or in his words the lives 'unworthy of living.' These ideas set up the stigmas which have carried throughout history and just recently are seeing a more positive view and understanding of the topic. For a very long time, people with disabilities did not have rights and were required to have a person look after and speak for them. Independent living for the disabled was not a consideration. More recently, laws and bills allowed people with disabilities to self-advocate and have equal opportunity to work 'normal jobs' (Chadwick, 2003). Equal opportunity laws previously only included race and gender but in 2005 adapted people with disabilities should also be looked at without bias about handicaps or disability (Chadwick, 2003).

Compassion and understanding of disabilities are important because there is a high chance each person will encounter another person with a disability throughout their lifetime with 12% of the population being distinguished by disabilities. Most disabilities are not self-inflicted and often misunderstood. As William J. Brennan Jr. once said, 'Congress acknowledged that society's accumulated myths and fears about disability and disease are as handicapping as are the physical limitations that flow from actual impairment.' This statement also acknowledges that a lot of people are not educated and often jump to conclusions about people with disabilities.

Several studies have been done to examine attitudes and ideas towards people with disabilities and to identify causes for thinking errors and misconceptions. Several age groups have been examined from elementary educational levels to medical students' opinions to see if their conceptual framework about disabilities was important to occupation choices. One study done by Vignes, Godeau, Sentenac, Coley, Navarro, Grandjean, and Arnaud (2009) examined students at the 7^th grade level and their attitudes towards peers with disabilities. A large cross-sectional sample was used, 1509 participants, and results showed that media and parental influence greatly affected outlooks on the disabled population. Students were more apt to answer negatively about their peers with disabilities if they had received more media influence and less parental involvement. This study supported the idea that possible early intervention could influence the negative attitudes towards those with disabilities and assist in forming a more positive outlook.

In relation to overall outlooks of younger students, studies have been done to assess actual understanding of disabilities. Royal and Roberts (1987) assessed students at several grade levels to determine if age helped in understanding and acceptance of their peers with disabilities. In support of the hypothesis, it was displayed that students in the 6^th grade were more accepting of their peers than those at the 3^rd grade level. Also, it was supported that females were overall more understanding and showed more acceptability of their peers than males.

Another study was done to assess advocacy for peers with disabilities through an interview assessment. Bunch and Valeo (2004) interviewed 52 students at several educational levels to determine if they were in support of advocacy and support of their peers with disabilities. The interview sessions revealed that students were more in support of advocacy of their peers with disabilities if they had more inclusive structures in their home life and school life versus the students that did not have inclusion at home or school. This inclusion included having a peer with a disability in the classroom or in the home environment. Also, parental attitudes played a part in the understanding of disabilities. The students were more accepting of their peers and acknowledged promoting advocacy if they had them in the classroom setting or their home environment like neighborhood or church setting.

In relation to elementary and secondary education students, undergraduate students have also been examined to identify possible causation for thinking errors about people with disabilities. Similar findings were supported in the college level as the elementary and secondary educational levels. One study done by Vilchinsky (2010), explored the option of attachment theory and attitudes toward people with disabilities. In the study, undergraduate students read a scenario of an encounter with a person with a disability and the overall initial feeling. Results showed that students had an overall negative feeling about an encounter with a person with disabilities and that attachment cognitions had little to do with feelings toward disabilities.

Another study at the undergraduate level similar to those at the elementary and secondary educational levels supported the idea that females were more understanding about disabilities than males were using the Disability Social Relations Generalized Disability Scale (Hergenrather, 2007). The scale measured students' attitudes towards disabilities in the context of marriage, work, and dating. Females appeared more accepting than males and open to the idea of working or dating a person with a disability. It also appeared that males were more open to working with a person with disabilities than females but had very low acceptance of dating or befriending someone with a disability. Although some negative attitudes were found when looking at females attitudes towards dating, they had the more positive outlook on marriage and overall acceptance of dating.

Similar to the study about undergraduate students' attitudes towards disabilities, Genskow (1965) also looked at psychology students perceptions of disabilities in attempt to identify social sciences as more understanding and knowledgeable. In contrast to other studies done, Genskow (1965) looked at the idea of students' administrators having disabilities and how accepting they might be towards the idea. Students overall supported more acceptance if they were enrolled in a psychology course but also did not appear as educated. The study supported the notion that although social science students appear more understanding they also lack educational ideas towards people with disabilities. The students answered negatively in regards to accommodating a professor and more positively towards being willing to accept more education about the professor's disability.

To determine if occupational choice had an impact on attitudes towards disabilities, several studies were done with students who chose occupations like rehabilitation careers or other health occupations. For instance, a study done by McKenna and Brisbane (2001) examined students enrolled in an Occupational Therapy course and their feelings at the beginning versus at the end of the class. While overall positive attitudes were recorded upon entry of the class, even more positive attitudes were displayed at the end of the course in relation to assisting those with disabilities. Particularly, more positive attitudes were found when the students entered into their fieldwork and experienced disabilities firsthand versus the classroom environment. It would appear that students that chose to assist the disabled population might be more affectionate and understanding of those with disabilities.

An interesting study that is parallel to the previously mentioned study examined medical student's attitudes towards disability and admitting their own disability. Cleland and Aberdeen (2009) supported the hypothesis that medical students were less likely to admit their own disability and when comparing data, it appeared that medical students were reluctant to tell admission committees about their disabilities which are possibly correlated with negative attitudes towards disabilities as a whole. The students with learning disabilities were reluctant to admit their disability until official acceptance and only admitted the disability when the information provided was contingent upon acceptance.

As further studies show, rehabilitation students farther along in their degrees appear to be more understanding of disabilities and support the idea that gender does not matter as much farther along in studies. Rosenthal, Chan, and Livneh (2006) examined rehabilitation students' attitudes towards disabilities and supported the idea that gender did not matter in attitudes towards the disabled as did age and experience with disabilities. They indicated that students with more class time and hours spent with the disabled were more affective in their attitudes over gender. They also indicated that early on in the educational track, the students gender did play a minor role but within one year of class and work time, gender correlations were not found and previous research was not supported that males were less compassionate than females.

A more generalized study was done on medical students' opinions towards disabilities by Tervo, Palmer, and Redinius (2004). They examined professional students' attitudes towards people with disabilities and supported the hypothesis that attitude and comfort would differ by discipline in relation to disability. The hypothesis was supported when the researchers surveyed several medical students and discovered that the more time employed and farther along in their studies, the more accepting they were of disabilities and negative stigmas were harder to find. In relation to the previous study, gender did not affect the attitudes as much as discipline and experience. It appears these studies could support the idea that major and career choice are crucial factors in determining acceptance of disabilities as well as education and instilling a more positive outlook on disabilities.

After previous research indicated that nurses were not as sensitive towards children with disabilities as they should be, a study done by Matziou, Galanis, Tsoumakas, Gymnopoulou, Perdikaris, and Brokalaki (2009), evaluated nurses attitudes towards the disabled. They had 228 first-year nursing students and 90 post-diploma nurses participate in a study using the Attitude Towards Disable Person Scale (ATDP) to evaluate attitudes towards the disabled. Results showed that the first-year students had significantly more negative attitudes towards the disabled (P=0.047) than those post-diploma nurses. This study implicates that special courses and a more structured educational curriculum could help to promote more positive attitudes towards those with disabilities.

Other studies indicate that several fields require acquired amount of compassion towards those with disabilities such as the one done by Godan, Brajkovic, and Fortuna (2008). Occupations that are not mainstreamed to disabilities such as social workers and medical assistants were interviewed. One hundred and twenty people were surveyed using a questionnaire developed by Jokic-Begic that analyzed positive or negative attitudes towards those with disabilities. Results indicate that medical assistants are more compassionate towards disabilities than social workers. This research implies that more experience with the disabled population might increase positive attitudes.

Aside from relevant occupations, studies have been done with business majors to determine how they are affected by disabilities and their attitudes towards the disabled population. One study conducted by Loo (2001), assessed 231 management undergraduate students to determine their attitudes towards hiring and working with employees/clients with disabilities. The Gethling's Interaction with Disabled Persons Scale (IDP) was used and results indicated that the majority of students had negative attitudes towards hiring those with disabilities and a more positive attitude towards working with those with disabilities. This research implies that there is a need to sensitize business majors to issues regarding employment for the disabled.

Research has also been conducted to assess future policy makers attitudes towards those with disabilities since the disabled are heavily impacted by policies put in place. A study done by Rice (2009) surveyed undergraduate students enrolled in political science courses to identify attitudes they have towards people with disabilities. Eighty students (30 male, 40 female) were asked to participate in a survey constructed by the researcher that evaluated positive and negative attitudes and stigmas towards disabilities. Results indicated that students enrolled in special education courses had more positive attitudes than those enrolled in political science courses and overall men were less compassionate than the female population. These results imply that the futures of people with disabilities could be affected by negative attitudes carried by future policy makers.

With all the negative stigmas it appears students have towards disabilities, other studies have been conducted that indicate there are ways to influence more positive attitudes towards disabilities. For instance, a study done by Hunt (2004) used a Solomon four-group quasi-experimental design to assess undergraduate student's attitudes before and after exposure to an educational intervention assessment. Three hundred participants were separated into two groups in which one received an educational assessment and the other group did not. Both groups took a survey following the educational session and results indicate that participants' attitudes were more positive if exposed to the educational assessment versus those students who were not exposed to the educational assessment. The research implicates that education on disabilities could possibly create more positive attitudes towards people with disabilities.

Aside from students' attitudes, the population as a whole appears to carry the same negative attitudes towards those with disabilities. For instance, a study done by Ouellette-Kuntz, Burge, and Brown (2010) used a sample of 625 community members in Ontario Canada to assess attitudes towards people with disabilities. The researchers used the Multidimensional Attitude Survey on Mental Retardation and Social Distance Subscale Community Living Attitudes Scale to assess social distance towards people with disabilities. Results indicated that the older and less educated the participants were, the more negative attitudes they had towards those with disabilities. The study also indicated that people who had a close family member with a disability were much more compassionate towards people with disabilities than those who had not been exposed personally to disabilities. The study implies that education and exposure to disabilities could help create more positive attitudes towards disabilities.

Along with personal exposure and education, other studies implicate that volunteer experience with disabled people could help create positive attitudes as well (Fichten, Schipper, & Cutler 2005). A sample size of 71 adult volunteers participated in a survey, Attitudes Toward Disabled Persons Scale and Interaction With Disabled Persons Scale, to assess their attitudes towards the disabled after volunteering in an environment for children with disabilities for 4 to 10 months. Results indicated that the social distance greatly decreased after participating in the volunteer experience and the experience increased positive attitudes towards people with disabilities.

Overall, studies have indicated that personal experience, education, and volunteer experience help to create positive attitudes towards people with disabilities. Along with those previously mentioned indicators of positive attitudes, research has indicated that people have more positive outlooks on businesses that employ people with disabilities (Siperstein, Romano, Mohler, & Parker 2006). Eight hundred and three consumers were surveyed to assess attitudes towards businesses that employed people with disabilities. The consumers had surprisingly positive attitudes towards people with disabilities working. The research indicates that 92% of consumers felt more favorable towards companies that hired people with disabilities and 87% preferred to give their business to those companies that hired people with disabilities. The research implicates not only a more positive outlook on people with disabilities but even a possible business strategy that helps with business and positive attitudes towards people with disabilities.

The need for more positive attitudes towards people with disabilities is displayed through several studies. Personal experience, volunteer experience, and education appear to be helpful possibilities to encourage these positive attitudes based on previously mentioned research. Based on this research in regards to attitudes towards disabilities, I predict that:

' Social science majors will be more compassionate towards those with disabilities than that of other majors.

' Male students will be less compassionate than female students towards those with disabilities.

' Students' with personal experiences with those with disabilities will be more compassionate than those who do have prior personal experience.

These results are expected after reviewing previous research that indicates support of several of these hypotheses. Expectations are to support significant findings that males are less compassionate towards people with disabilities and a strong correlation that social science majors are more compassionate than other majors. Also, expectations to find a correlation between students' personal experiences that create more positive attitudes towards people with disabilities.

Method

Participants

For the research, 100 college students from a small Midwestern university were surveyed, 63 were females and 37 were males. The students were first year through senior status. The survey was distributed to introductory courses in sociology, psychology, and criminology. Along with classroom distribution, the surveys were distributed in computer labs on campus and the campus cafeteria to obtain a wider variety of majors and educational status. Approximately 78% of the surveys were distributed in classrooms while the other 22% were distributed in computer labs and cafeterias. The number of majors was about even with 51 being social science students and the other 49 being non-social science majors. As for sex, there were 63 females and 37 males that completed the survey. In addition, there were 82 students that had prior experience with someone who had a disability while only 18 had not had prior experience. The experience indicated could have included having a family or friend with a mental or physical disability, having worked or volunteered with someone with a mental or physical disability, and/or previously taken a class that addresses physical or mental disabilities.

Materials

A survey constructed by the researcher was distributed to the participants. The survey consisted of 32 questions measuring compassion using the Likert scale on a basis of 1-7 with 1 being strongly disagree and 7 being strongly agree. The independent variables for the study are gender, experience, and major. The dependent variable is compassion for the people with disabilities. All 100 surveys were returned after completion. When distributing the survey the participants were allowed any amount of time needed and instructed to answer as honestly as possible.

Procedure

A survey was constructed to measure compassion and included several questions to measure attitudes towards those with intellectual, learning, developmental, and physical disabilities. To ensure that researcher bias was controlled, the survey was field tested with colleagues, revised, and submitted to the IRB. The IRB evaluated the survey based on sensitivity and participant protection. Results were analyzed using a one-way ANOVA test to determine significance of the hypotheses.

Results

Results of hypothesis one were analyzed using a One Way ANOVA with major (social science or other) by compassion toward mental disabilities. Results indicated that social science majors (M=75.80, SD=10.28) had significantly higher level of compassion towards mental disabilities than other majors (M=57.22, SD=18.95), F (1, 98) =37.539, p<.001. These results support the hypothesis that social science majors are more compassionate towards mental disabilities than other majors.

Also, the idea that social science students are more compassionate than other majors was supported when looking at physical disabilities. A One Way ANOVA with major (social science, other) was used to measure compassion toward physical disabilities. Results indicated that social science majors (M=47.24, SD=6.15) had significantly higher compassion towards physical disabilities than other majors (M=35.37, SD=10.48), F (1, 98) =48.118, p<.001.

Results of the second hypothesis were also analyzed using a One Way ANOVA with gender (female, male) by compassion toward mental disabilities. Results indicated that females (M=73.71, SD=16.21) had significantly higher compassion than males (M=54.76, SD=13.42), F (1, 98) =36.056, p<.001.

In addition, the hypothesis that females are more compassionate than males was also supported when looking at compassion levels towards physical disabilities. A One Way ANOVA with gender (female, male) analyzed compassion towards physical disabilities. Results indicated that females (M=45.32, SD=8.26) had significantly higher compassion than males (M=34.78, SD=10.37), F (1, 98) =31.285, p<.001.

Lastly, the third hypothesis was also supported when looking at attitudes towards disabilities and relation to prior experience. A One Way ANOVA with personal experience (yes, no) by compassion toward mental disabilities. Results indicated that students with personal experience (M=73.84, SD=10.97) had significantly higher compassion than those who have not have personal experience (M=52.21, SD=20.06), F (1, 98) =48.689, p<.001.

The second hypothesis was also supported when a One Way ANOVA with personal experience (yes, no) analyzed compassion toward physical disabilities. Results indicated that students with personal experience (M=46.28, SD=6.65) had significantly higher compassion than those who did not have personal experience (M=31.55, SD=9.62), F (1, 98) =79.964, p<.001.

Discussion

Some limitations were found while conducting the study. These limitations included small sample size, location and distribution, uneven amounts of males, females and majors, age, and the amount of people with experience. The location of the school where the study was conducted is a small midwestern university whereas if the study were elsewhere with a larger sample, results may vary. Also, the uneven amounts of females, males, and majors could have affected the outcome and answers to some of the surveys. The university where this survey was conducted also requires several hours of community service as a first year student; therefore, possibly influencing personal experience with disabilities early on. As the research was conducted, more information on age influence also surfaced and it appears that although a first year may claim they are a social science student, this major usually changes and therefore could play a role on actual attitudes towards people with disabilities. Further research could be limited to senior status students as they may have a more solidified idea of a major. It is important that further researchers are aware of the several factors that influence positive or negative attitudes towards disabilities. Future research could address the different attitudes towards mental disabilities alone and physical disabilities to address if there is a more negative stigma towards one or the other.

Many of the findings in this study seem to be important when dealing with attitudes towards disabilities of all kinds. The results tend to suggest that major has an effect on compassion towards those with disabilities and if compassion for certain occupations is needed, then better programs should be set up to educate and promote compassion to better assist in the career choice. Also, it appears that education about disabilities and personal experience effects compassion levels towards those with disabilities; therefore, if education about disabilities affects attitudes, then better educational programs should be set up to promote more positive attitudes. Prior research indicated that even the elderly population have negative attitudes towards people with disabilities; furthermore, programs for all ages should be set up to educate about disabilities to start changing the negative attitudes that people have towards those with disabilities. With better education about disabilities, the negative stigmas can diminish and more positive light can be shined on disabilities. Future research could address the different attitudes towards mental disabilities alone and physical disabilities to address if there is a more negative stigma towards one or the other.

References

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Chadwick, P. (2003, August 23). Disability social history project. Retrieved from http://www.disabilityhistory.org/timeline_new.html

Economic and Social Research Council (ESRC) (2010, June 22). Schools still failing to promote positive attitudes towards disabled people, UK study finds. ScienceDaily. Retrieved March 21, 2011, from http://www.sciencedaily.com' /releases/2010/06/100622074720.htm

Fichten, C. S., Schipper, F., & Cutler, N. (2005). Does Volunteering With Children Affect Attitudes Toward Adults With Disabilities? A Prospective Study of Unequal Contact. Rehabilitation Psychology, 50(2), 164-173.

Genskow, J. K., & Maglione, F. D. (1965). Familiarity, dogmatism, and reported student attitudes toward the disabled. The Journal of Social Psychology, 67(2), 329-341.

Godan, A., Brajković, L., Fortuna, V., & Godan, L. (2008). Attitudes and sterotypes of supporting fields towards the persons with disabilities. Collegium Antropologicum, 32(3), 783-791.

Hergenrather, K., & Rhodes, S. (2007). Exploring Undergraduate Student Attitudes Toward Persons With Disabilities: Application of the Disability Social Relationship Scale. Rehabilitation Counseling Bulletin, 50(2), 66-75.

Hunt, C., & Hunt, B. (2004). Changing Attitudes Toward People with Disabilities: Experimenting with an Educational Intervention. Journal of Managerial Issues, 16(2), 266-280.

Loo, R. (2001). Attitudes of management undergraduates toward persons with disabilities: A need for change. Rehabilitation Psychology, 46(3), 288-295.

Matziou, V. V., Galanis, P. P., Tsoumakas, C. C., Gymnopoulou, E. E., Perdikaris, P. P., & Brokalaki, H. H. (2009). Attitudes of nurse professionals and nursing students towards children with disabilities. Do nurses really overcome children's physical and mental handicaps?. International Nursing Review, 56(4), 456-460.

McKenna, K., Scholtes, A., Fleming, J., & Gilbert, J. (2001). The journey through an undergraduate occupational therapy course: Does it change student's attitudes, perceptions and career plans?. Australian Occupational Therapy Journal, 48(4), 157-169.

Miller, S., Ross, S., & Cleland, J. (2009). Medical students' attitudes towards disability and support for disability in medicine. Medical Teacher, 31(6), e272-e277.

Ouellette-Kuntz, H., Burge, P., Brown, H. K., & Arsenault, E. (2010). Public attitudes towards individuals with intellectual disabilities as measured by the concept of social distance. Journal of Applied Research in Intellectual Disabilities, 23(2), 132-142.

Rice, C. J. (2009). Attitudes of undergraduate students toward people with intellectual disabilities: Considerations for future policy makers. College Student Journal, 43(1), 207-215.

Rillotta, F., & Nettelbeck, T. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual and Developmental Disability, 32(1), 19-27.

Rosenthal, D. A., Chan, F., & Livneh, H. (2006). Rehabilitation students' attitudes toward persons with disabilities in high- and low-stakes social contexts: A conjoint analysis. Disability and Rehabilitation: An International, Multidisciplinary Journal, 28(24), 1517-1527.

Royal, G. P., & Roberts, M. C. (1987). Students' perceptions of and attitudes toward disabilities: A comparison of twenty conditions. Journal of Clinical Child Psychology, 16(2), 122-132.

Siperstein, G. N., Romano, N., Mohler, A., & Parker, R. (2006). A national survey of consumer attitudes towards companies that hire people with disabilities. Journal of Vocational Rehabilitation, 24(1), 3-9.

Tervo, R. C., Palmer, G., & Redinius, P. (2004). Health professional student attitudes towards people with disability. Clinical Rehabilitation, 18(8), 908-915.

U.S. Census Bureau, Annual Estimates, Table NST-EST2009-01; <http://www.census.gov/popest/states/NST-ann-est.html> (accessed 14 July 2010).

Vignes, C., Godeau, E., Sentenac, M., Coley, N., Navarro, F., Grandjean, H., & Arnaud, C. (2009). Determinants of students' attitudes towards peers with disabilities. Developmental Medicine & Child Neurology, 51(6), 473-479.

Vilchinsky, N., Findler, L., & Werner, S. (2010). Attitudes toward people with disabilities: The perspective of attachment theory. Rehabilitation Psychology, 55(3), 298-306.

Appendices

Appendix A:

Read this consent form. If you have any questions ask the experimenter and

He/She will answer your questions.

'I have read the statement below and have been fully advised of the procedures to be used in this project. I have been given sufficient opportunity to ask any questions I had concerning the procedures and possible risks involved. I understand the potential risks involved and I assume them voluntarily.'

Please sign your initials, detach below the dotted line, and continue with the survey.

Sign your initials here_________________ Date__________

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The McKendree University Psychology Department supports the practice of protection for human participants participating in research and related activities. The following information is provided so that you can decide whether you wish to participate in the present study. Your participation in this study is completely voluntary. You should be aware that even if you agree to participate, you are free to withdraw at any time, and that if you do withdraw from the study, your grade in this class will not be affected in any way. This survey is being conducted to assist the researcher in fulfilling a partial requirement for PSY 496W.

You must be over 18 years of age to participate in the survey. It should not take more than 10 minutes for you to complete and will be completely anonymous and confidential. If you should have any other questions, don't hesitate to contact me, Alivia Luck at aeluck@mckendree.edu or Dr. Bosse, 618-537-6882 or at mbosse@mckendree.edu. Some of the questions in the survey may confront sensitive topics. If answering any of these questions causes you problems or concerns, please contact one of our campus psychologists, Bob Clipper or Amy Champion, at 537-6503.

Survey

1. Year in school: Freshman Sophomore Junior Senior Senior+

2. Major: _________________

3. Minor: _________________

4. Gender: Male Female

For the next section, please answer each question with the answer with which you most agree.

1 2 3 4 5 6 7

Strongly Disagree Disagree Somewhat Disagree Neutral Somewhat Agree Agree Strongly Agree

5. I consider myself to be educated about physical disabilities

1 2 3 4 5 6 7