Educators' and severely disabled students' perspectives on inclusions in general education classrooms
MetadataShow full item record
Type of Work62 pages
DepartmentEducation Leadership and Graduate Studies
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.