The Impact of Inclusion on the Attitudes Towards School of Students with Disabilities

Date of Award

Winter 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

David Tack


Study Abstract

The purpose of this study was to investigate the relation between level of inclusion and attitude towards school for students with disabilities in middle school. Students with a variety of disabilities responded to survey statements about school in a 1:1 setting with the researcher. Teachers were surveyed to establish experience and comfort level in relation to inclusive practices. The attitudes of teachers and students with disabilities are crucial to examine when considering creating inclusive environments. After survey analysis, responses indicated that teachers with five or more years of experience felt more confident working with students with a variety of disabilities than less experienced teachers. Student surveys showed that students placed in the most restrictive environments responded with the most positive views towards school. Students experiencing the most inclusion expressed desire for more inclusion. Students experiencing close to equal percentages of their school day with special education and general education peers indicated the most negative views towards school. The implication can be made that students may be more content learning with the peers they interact with during the greatest percentage of their academic day.

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