Bonnie Dupuis, MA, Joyce W. Barclay, Ed.S., Sherwin D. Holmes, MS, Morgan Platt, Steven H. Shaha, PhD, DBA, Valerie K. Lewis, MPA
JAASEP 1(2) (2006) 74-91
Abstract
This research focused on verifying the impacts of Inclusion on both students with disabilities (SWDs) and their Regular Ed classmates. High school students (n = 364) within inclusive classes completed surveys reflecting their perceptions of the effectiveness of the learning environment and the attitudinal impacts of Inclusion. Results documented significant positive attitudinal and self-reported learning impacts of Inclusion for both SWDs and Regular Ed peers. SWDs reported higher self-concept, liking of school and teachers, and greater motivation to work and learn. Unexpectedly, Regular Ed student responses followed the same patterns, reflecting significantly higher attitudes across the board and perceived academic achievement, as well as higher tolerance for SWDs. The importance of anonymity for SWDs is discussed in light of significantly higher attitudinal ratings among Regular Ed students most aware of the presence of SWDs. Implications for the future of Inclusion are discussed.
Keywords:Inclusion, Regular and Special Education Relationship, Grade 10, Grade 11, Grade 12, Grade 9, Student Attitudes, High School Students, Disabilities, Statistical Analysis, Student Surveys, Correlation
DOI: https://doi.org/10.64546/jaasep.9
