Running Head: CHILDREN'S UNDERSTANDING OF THE PHYSICAL, COGNITIVE AND SOCIAL CONSEQUENCES OF IMPAIRMENTS SUMMARY

Children's understanding of the physical, cognitive and social consequences of impairments summary Name Tutor Institution Course Date

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Abstract Children are not that aware of the consequences of being impaired as this is seen in the way they relate to other children who have disabilities. It is therefore for this reason that a study had to be carried to measure the level of childrens understanding about the consequences of impairments on other children. The subjects were children from different age groups so as to establish which age group of children is most affected by the lack of having knowledge about impairments. The age groups were: 4-5 years, 6-7 years, 9-10 years and finally 11-12 years. These were interviewed on a variety of impairments and they include: physical impairments (wheel chair bound), sensory impairments (vision and hearing), learning disabilities (Down syndrome) as well as emotional or behavioral difficulties (lack of social skills). The lack of childrens understanding of the consequences of impairments is varies as a function of a type of disability. Introduction Children are growing in a rather competent manner as compared to some years back. This being the case, there came the need to want to research on how well they understand the consequences of impairments; this if because they probably interact with other children who are impaired in a day to day activity. This is following a given growth in inclusive practices which has it that the interaction between normal children and those who have impairments is on the rise and thus develops a need to research on how well the normal children understand what their counterparts go through (Child: Care and Health Development 2001). This is following from the lack of early experience with children who have impairments. The main focus is on childrens attitudes towards disabilities and impairments on other children.

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Method and procedure The research was carried out in a method whereby participants were seventy two children. Apart from this, there were materials to be used which were: impairment vignettes and competency ratings. The procedure included carrying out interviews on primary-aged children in an individual manner. This was done in separate rooms from their classrooms. Responses from the children were video and tape recorded for future analysis. Results The reliability of consequences was evaluated and internal reliabilities were high: 0.79 for physical and cognitive domains and 0.86 for the social domain. After the above evaluation, judgments were located to their competency areas or rather the areas which best explain their level of competency. This had ratings from 3 (competent) to 6 (difficulty) to understand cognitive, physical as well as social consequences for each impairment (Child: Care and Health Development 2001). This was based on two categories which are impairment differences and age differences. Impairments got different ratings based on how different they are; children from different age groups gave different ratings due to age differences. Discussion Children were found out to be competent enough to understand the consequences that children with impairments face. 4 year old children could actually relate to different consequences brought about by different types of impairments on other children. Most children were familiar with the various limitations that children with impairments faced and that is what made them exhibit a high level of competency. They also comprehended the effects of emotional and behavioral difficulties. However though this is the case, there is a need for children to be

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informed that physical impairments do make other children different but in the end, we are all alike or rather the same (Child: Care and Health Development 2001).

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Reference Child: Care and Health Development, (2001), Vol. 27, No. 6, p603-617