The Disabilities Awareness Curriculum was used to teach able-bodied third-grade children about various disabilities in an effort to increase the accuracy of those children's perceptions concerning disabled individuals. Subjects were 140 children from 3 schools (2 classes from each school) representing 3 school districts. Children were randomly assigned by class within each school to either the experimental or control condition. All children were pretested and posttested. Children in the experimental groups were taught the information contained in the Disabilities Awareness Curriculum in eight classroom sessions of 1 to 1 1/2 hours each. A 32.2 split plot factorial analysis using a regression approach was conducted to examine the effects of school attended, experimental versus control condition, pretest versus posttest scores, and any interaction effects. Results demonstrated significant increases in test scores of those children who had been exposed to the curriculum, while control group test scores remained unchanged. Although pretest scores indicated a significant difference among students by school, the effectiveness of the program was demonstrated to generalize across schools. Follow-up scores indicated a high degree of retention at 6 and 10 months. (Author)