Prior contact and attitudes toward disability among university students.
DOI:
https://doi.org/10.5281/zenodo.19005918Keywords:
Attitudes toward disability, prior contact, inclusive education, higher education, university studentsAbstract
This study analyzes how prior contact with people with disabilities influences perceptions of competence among university students. From the perspective of non-neutral classrooms—where diverse corporealities, memories, and experiences converge—it is argued that meaningful coexistence transforms the way students interpret ability and inclusion. Using a quantitative approach and cross-sectional design, four levels of contact frequency were compared through ANOVA and post hoc tests. Tukey's contrasts revealed that the "almost none" contact group obtained the lowest mean scores, while frequent and very frequent interaction were associated with more positive and stable perceptions. These findings indicate a clear gradient: the greater the coexistence, the higher the valuation of competence and the lower the dispersion. It is concluded that even moderate levels of interaction can reduce prejudices and strengthen inclusive attitudes, thus becoming a relevant pedagogical tool for promoting a more equitable university culture.
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