Poulios, I.1*, Evaggelinou, C.1, Antoniou, P.2, Tsigilis, N.3, Dimitropoulou, D.1, Krystallis, C.1
1School of Physical Education & Sport Sciences – Serres, Laboratory of Adaptive Physical Education, 62110 Agios Ioannis, Serres, Greece
2Department of Physical Education & Sport Science, School of Physical Education & Sport Science, Democritus University of Thrace, Komotini 69100, Greece
3Department of Journalism and Mass Media Communication, Aristotle University of Thessaloniki, 46 Egnatia Ave, 54625 Thessaloniki, Greece
The purpose of this study was to examine the impact of an intervention program on cinema literacy on the attitudes of students in the last two grades of Primary Education towards students with Disabilities and / or Special Educational Needs. The study involved 597 pupils aged 10-12 years, who were divided into four groups, three Intervention Groups (IG) and one Control Group (CG). The first IG was composed of students who watched movies about disability, the second IG of students who attended the same films and discussed about them, while in the third IG students made a film that was about disability. Students in the control group did not participate in the activities of the intervention groups at all. Before and after the intervention programs, all participants in the research groups filled in the Designated Behaviour questionnaire (Theodorakis, Bagiatis & Goudas, 1995) and the General Attitudes Questionnaire (Nikolaratzi & Reybekiel, 2001). The results of the study revealed that the students who participated in the intervention program showed a more positive attitude and a higher degree of acceptance of children with disabilities following the completion of the program, while it did not produce the same results for the pupils in the control group. The conclusion is that film education programs are a useful tool for raising students’ awareness of disability.
Keywords: Inclusion; Attitudes; Short Films; Disability.