Abstract
Limited research exists on the implementation of Unified Champion Schools (UCS) programs in Taiwanese schools, particularly regarding school-wide implementation and attitudes towards students with intellectual disabilities (IDs). The ecological approach to disability awareness has gained prominence in recent years. This cross-sectional mixed-methods study aimed to investigate the relationship between school awareness of inclusion and attitudes toward students with IDs after a UCS program. After completing the UCS program, 164 secondary school students (79 boys and 85 girls; mean age = 14.9 ± 1.7 years) completed three questionnaires related to school awareness, classroom attitudes, and cognitive attitudes toward peers with IDs. Reflective writing from school project reports was also collected to explore students' perspectives and experiences. The results from stepwise linear regression showed that school awareness was predicted by classroom attitude and gender. Classroom attitude was predicted by school awareness and cognitive attitude. Cognitive attitude was predicted by classroom attitude, gender, and age. Positive correlations were found between school awareness and attitudes toward students with IDs. Qualitative findings indicated that UCS programs may have psychosocial benefits, encourage inclusion, and foster meaningful interactions between students with and without IDs. In conclusion, the results highlight the need for various approaches, such as training for general peers and grouping strategies, to effectively implement UCS programs and foster a culture of inclusivity within educational settings. Intervention studies are warranted to further support effective inclusion in schools.