Awareness, attitudes, and perceptions of regular education students towards students who receive special education services in their classes

Abstract

The purpose of this study was to investigate, determine, and analyze the awareness, attitudes, and perceptions of sixth through eighth grade students receiving regular education services toward the students receiving special education services in inclusive classrooms. This study also determined and analyzed the attitudes and perceptions of students in regular education toward the special education services students in their classes receive. A total of 266 sixth through eighth grade students in a south Twin Cities suburb middle school participated in the study by completing a survey using a 3-point Likert response scale consisting of 13 questions, each with room for comments. This research examined and analyzed each student’s ability to: a) identify those in their classes with special needs, (b) classify their actions toward and friendships with students receiving special education services, and (c) identify their attitudes about students receiving special education services in regards to rules and disruptive behavior, special education teachers in their classes and special help received, and academic fairness. The results of this study revealed valuable information regarding how students receiving general education services feel about the students receiving special education services in their classes. This study concludes that most students feel neutral or positive about students receiving special education services in their classes, as well as the services they receive.