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Originalartikel

Soziales und moralisches Denken von Kindern über den Ein- und Ausschluss behinderter Kinder

Published Online:https://doi.org/10.1024/1010-0652/a000058

Zusammenfassung:Die Studie untersucht, wie 70 Kindergartenkinder im Vergleich zu 71 Fünft- und Sechstklässler über Situationen denken, in welchen sich ein Protagonist für die Wahl eines behinderten oder nicht behinderten Kindes in seine Gruppe entscheiden musste. Die Situationen wurden nach Behinderungsform des behinderten Kindes (geistig behindert, körperbehindert) und nach Gruppenaktivität (schulisch, sozial, sportlich) variiert. Die Kinder sollten die Wahl des Protagonisten vorhersagen und die Wahl begründen. Die älteren Kinder berücksichtigten in ihren Überlegungen stärker den situativen Kontext als die jüngeren Kinder. Allerdings erwarteten sie weniger häufig den Einschluss des geistig behinderten Kindes als den Einschluss des körperbehinderten Kindes. Die Ergebnisse der Studie werden vor dem Hintergrund von Forschung zur Entwicklung sozialen und moralischen Denkens über Ein- und Ausschluss diskutiert.


Children’s Social and Moral easoning about inclusion and exclusion of disabled children

Abstract: This study investigated how 70 kindergarten children compared to 71 fifth and sixth graders reasoned about situations in which a protagonist had to decide whether to include a disabled or a nondisabled child into his or her peer group. The situations varied with regard to type of disability (mentally disabled, physically disabled) and with regard to group activity (school, social, athletic). Children were asked to predict the protagonist’s choice and to justify their prediction. Older children were more sensitive to the situational context than younger children. However, older children were less likely to expect the inclusion of mentally disabled children than of physically disabled children. The results are discussed in terms of previous research on the development of children’s social and moral reasoning about inclusion and exclusion.

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