Towards more inclusive schools: a scoping review of school-based disability awareness programs

PURPOSE: This scoping review explored the current worldwide landscape of school-based disability awareness programs that aim to increase students' positive attitudes towards their peers with disabilities. MATERIALS AND METHODS: The scoping review followed Arksey and O'Malley's (2005) six-stage process, revised by Levac et al. (2010). A comprehensive search was completed in seven electronic databases from September 2011 to June 2023. Data management was supported by Covidence review software. Descriptive statistics summarised frequency counts on program development, delivery, and components. Thematic analysis was used to generate themes related to educational content. RESULTS: Seventy-two studies from 26 countries, published in six languages, were included in the review. Programs were delivered across various school settings (kindergarten, primary, and secondary schools) by teachers, individuals with disabilities, researchers, and other professionals. Secondary school activities emphasised social contact and simulations, while kindergarten and early elementary programs used vicarious contact methods through storybooks and videos depicting characters with disabilities. Educational content included general knowledge of disability, feelings towards people with disabilities, and skills to interact with disabled peers. CONCLUSIONS: There is a wide range of school-based disability awareness programs that can inform strategies and approaches to support inclusion of students with disabilities.