Abstract
This study is a qualitative research project that investigates healthy pupils' preconceptions about intellectual disability. Based on label analysis and in-depth interviews that involve Leventhal's five-dimensional model on understanding disability, there were three pupils chosen aged between 10 and 15 years in order to characterise and analyse their preconceptions.
The findings show developmental tendencies in a child's concept of intellectual disability. On the other hand, the rigid and generally negative attitude toward the integration of their intellectually disabled peers into the mainstream education was observed in all the pupils regardless of their age.
The study suggests the preconceptions not to be overlooked, but they should act as a starting point to support the process of integration of intellectually disabled pupils into a shared primary school environment.