Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools

Abstract

This study addressed the concept of ‘intersectionality’ relating to refugee status and disability. It examined whether differences in attitudes depending on disability type (physical disability vs. behavioural disorders) are present and how the refugee status and disability in girls interact to influence attitudes. The attitudes of 1377 participants towards the inclusion of Austrian girls with disabilities as well as of refugee girls with and without disabilities into a mainstream primary school were assessed. The respondents read a short description of a particular girl before answering a short questionnaire. In general, the respondents showed more positive attitudes towards the inclusion of Austrian girls into a mainstream primary school than towards the inclusion of refugee girls. Furthermore, attitudes were more positive towards the inclusion of girls with a physical disability than towards the inclusion of girls with behavioural disorders, regardless of the refugee status. Due to the entanglements of the disability type and refugee status demonstrated in this research, it seems clear that no pure ‘disability effect’ or ‘refugee effect’ is evidenced when examining attitudes about inclusive education. Rather, both aspects should be considered simultaneously. Furthermore, respondents’ gender, educational level and cultural capital also influenced the attitudes.