ArticleInternational journal of developmental disabilities2025
Developing an inclusive culture through Unified Champion Schools programs: a pilot study on school awareness and attitudes toward students with intellectual disabilities among general students in Taiwan.
Article in International journal of developmental disabilities, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Limited research exists on the implementation of Unified Champion Schools (UCS) programs in Taiwanese schools, particularly regarding school-wide implementation and attitudes towards students with intellectual disabilities (IDs). The ecological approach to disability awareness has gained prominence in recent years. This cross-sectional mixed-methods study aimed to investigate the relationship between school awareness of inclusion and attitudes toward students with IDs after a UCS program. After completing the UCS program, 164 secondary school students (79 boys and 85 girls; mean age = 14.9 ± 1.7 years) completed three questionnaires related to school awareness, classroom attitudes, and cognitive attitudes toward peers with IDs. Reflective writing from school project reports was also collected to explore students' perspectives and experiences. The results from stepwise linear regression showed that school awareness was predicted by classroom attitude and gender. Classroom attitude was predicted by school awareness and cognitive attitude. Cognitive attitude was predicted by classroom attitude, gender, and age. Positive correlations were found between school awareness and attitudes toward students with IDs. Qualitative findings indicated that UCS programs may have psychosocial benefits, encourage inclusion, and foster meaningful interactions between students with and without IDs. In conclusion, the results highlight the need for various approaches, such as training for general peers and grouping strategies, to effectively implement UCS programs and foster a culture of inclusivity within educational settings. Intervention studies are warranted to further support effective inclusion in schools.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.