ABSTRACT
To develop and maintain inclusive schools and communities, children and teachers need to see themselves as change agents, willing and able to confront and challenge stereotypes and oppressive, discriminatory behavior. Before one can change attitudes toward persons with disabilities, one must understand the development and structure of those attitudes (Jones and Guskin, 1984 ). In other words, to change attitudes, we must teach what they are. Th e study of attitudes can promote an understanding of the socialization process, and can contribute to understanding prejudices acquired by one’s social group and assimilation of values held by one’s parents and peers (Th omas, 1980 ).
