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.

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儿童对残疾相关便利的评估和推理的发展

残疾儿童通常会得到住宿，但老师很少向正常发育 （TD） 的同学解释。TD 学生如何推断这些便利并评估其公平性？来自美国的 5 岁、7 岁和 9 岁儿童（N = 122;50% 女性;87.7% 白人;2022 年 4 月至 2023 年 9 月收集的数据）听说过具有认知或身体残疾的儿童角色参与认知或身体适应的故事。参与者解释了孩子参与住宿的原因，并评估了住宿的公平性。9 岁的孩子认为住宿明显比 5 岁的孩子公平。在他们的解释中，最大的孩子明显更多地提到了角色的需求，而最小的孩子明显更多地提到了角色的动机。提及角色的需求预示着评估住宿更公平，而提及角色的动机则预测评估住宿更不公平。