Teacher Perceptions of Two Multi-Component Interventions: Disability Awareness and Science

Emily A. Dorsey, Chryso Mouzourou, Hyejin Park, Michaelene M. Ostrosky, Paddy C. Favazza

Research output: Contribution to journalArticlepeer-review


This study investigated teachers’ perspectives about two interventions designed to promote kindergarteners’ attitudes toward peers with disabilities. Interviews with teachers were conducted following the 6-week interventions. Teachers shared views on the best and most difficult aspects of the interventions, perceived benefits for teachers and children, and suggestions for improving the interventions. Teachers’ responses were analyzed using content analysis. One salient teacher-reported benefit was notable improvement in social skills made by all students. Moreover, students in the experimental condition displayed increased acceptance of peers with disabilities, whereas teachers reported becoming more confident discussing the topic of disability with students. Teachers also reported that although it was difficult to step back and observe children in cooperative learning groups, it was beneficial to see that when children were given opportunities to handle social situations on their own, many were capable of doing so. Implications for practice and recommendations for future research are discussed.

Original languageEnglish (US)
Pages (from-to)103-114
Number of pages12
JournalTopics in Early Childhood Special education
Issue number2
StatePublished - Aug 1 2016


  • acceptance
  • disability populations
  • evidence-based practices
  • inclusion
  • intervention strategies
  • peer interactions

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health


Dive into the research topics of 'Teacher Perceptions of Two Multi-Component Interventions: Disability Awareness and Science'. Together they form a unique fingerprint.

Cite this