Perception of General Education Students of Students with Severe Cognitive Disabilities

Abstract

This study explored the perceptions of general education students regarding individuals with severe disabilities, and perception changes when students with disabilities are included within the regular education classroom. The study occurred in a Midwestern urban high school with a total population of 1,959 students. A pre and post survey based on a Likert scale and three open-ended questions were given to two general education classes where students with severe cognitive disabilities were included within the class. The same survey was given once at the start of the semester and again upon conclusion of the semester. Student responses were analyzed using a T-test, and themes were developed with responses from the open-ended questions. Student responses indicated an increase in comfort level with students with disabilities after inclusion was implemented. Student responses also indicated perceptual changes on educational abilities of students with severe disabilities.