A study of the attitudes of high school special education students towards inclusion

Abstract

The purpose of this study was to examine the attitudes of high school special needs students about their inclusion experiences and their educational success. A questionnaire was distributed to twenty - five learning disabled, emotionally disturbed, and mild cognitively disabled (LD, ED, CDB) students, grades nine through twelve, at a small rural Wisconsin high school. Students were asked to state their views on inclusion from their elementary thru their high school years. The questionnaires were handed out, explained, and read (if needed) to students individually or in small groups by teachers or paraprofessionals, due to some students low reading ability, staying on task, and a need for clarification of words. The results found in this study provided essential information to evaluate the inclusionary programs for children with disabilities and to determine changes or needs for the future. This information may be used during an inservice to be viewed by special educators and can also be viewed by parents of children with disabilities during IEP (Individualized Educational Plan) meetings. General educators involved in inclusion of special needs students will also benefit from viewing the results of this research.