Educators' and severely disabled students' perspectives on inclusions in general education classrooms

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.