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Developments in Children's Evaluations of and Reasoning About Disability‐Related Accommodations.

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Title: Developments in Children's Evaluations of and Reasoning About Disability‐Related Accommodations.
Authors: Granata, Nicolette1 (AUTHOR) nicolette.g.granata@vanderbilt.edu, Bacchus, Chyna1 (AUTHOR), Leguizamon, Melanie1 (AUTHOR), Lane, Jonathan D.1 (AUTHOR)
Source: Child Development. Jul/Aug2025, Vol. 96 Issue 4, p1502-1518. 17p.
Subject Terms: *Academic accommodations, *Childhood attitudes, *Child development, *Education of children with disabilities, *School children, *Classroom environment, Social perception
Abstract: Children with disabilities often receive accommodations, but teachers rarely explain them to typically‐developing (TD) classmates. How do TD students reason about these accommodations and evaluate their fairness? Five‐, seven‐, and nine‐year‐olds from the United States (N = 122; 50% female; 87.7% white; data collected April 2022 ‐ September 2023) heard stories where a child character with a cognitive or physical disability engaged with a cognitive or physical accommodation. Participants explained why the child engaged in the accommodation and evaluated the accommodation's fairness. Nine‐year‐olds judged accommodations to be significantly fairer than 5‐year‐olds. In their explanations, the oldest children mentioned characters' needs significantly more, whereas the youngest children mentioned characters' motives significantly more. Mentioning characters' needs predicted evaluating accommodations as fairer, and mentioning characters' motives predicted evaluating accommodations as less fair. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Developments in Children's Evaluations of and Reasoning About Disability‐Related Accommodations.
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Jul/Aug2025, Vol. 96 Issue 4, p1502-1518. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+accommodations%22">Academic accommodations</searchLink><br />*<searchLink fieldCode="DE" term="%22Childhood+attitudes%22">Childhood attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+children+with+disabilities%22">Education of children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+perception%22">Social perception</searchLink>
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  Data: Children with disabilities often receive accommodations, but teachers rarely explain them to typically‐developing (TD) classmates. How do TD students reason about these accommodations and evaluate their fairness? Five‐, seven‐, and nine‐year‐olds from the United States (N = 122; 50% female; 87.7% white; data collected April 2022 ‐ September 2023) heard stories where a child character with a cognitive or physical disability engaged with a cognitive or physical accommodation. Participants explained why the child engaged in the accommodation and evaluated the accommodation's fairness. Nine‐year‐olds judged accommodations to be significantly fairer than 5‐year‐olds. In their explanations, the oldest children mentioned characters' needs significantly more, whereas the youngest children mentioned characters' motives significantly more. Mentioning characters' needs predicted evaluating accommodations as fairer, and mentioning characters' motives predicted evaluating accommodations as less fair. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.14255
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      – Code: eng
        Text: English
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      – SubjectFull: Childhood attitudes
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      – SubjectFull: Child development
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      – SubjectFull: Education of children with disabilities
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      – SubjectFull: School children
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      – SubjectFull: Classroom environment
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      – SubjectFull: Social perception
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            NameFull: Bacchus, Chyna
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            NameFull: Leguizamon, Melanie
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              Text: Jul/Aug2025
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              Y: 2025
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