Educators' and severely disabled students' perspectives on inclusions in general education classrooms
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Date
2006
Department
Education Leadership and Graduate Studies
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Abstract
The purpose of this study was to investigate through surveys, observations, and
interviews, educators' and severely disabled students' perspectives on inclusion in
general education classrooms. The results of the study show that although some
educators feel positively about inclusion, some feel inclusion would not prove
beneficial for all students. Students' attitudes toward inclusion were generally
positive. The discussion focuses on strategies to foster a positive attitude about
inclusion. This study concluded that inclusion would be more successful if
educators had more expertise in how to work with severely disabled children.