Student attitudes toward peers with disabilities in inclusive and special education schools

Authors: Bunch G.¹; Valeo A.¹

Source: Disability & Society, Volume 19, Number 1, January 2004 , pp. 61-76(16)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Attitudes of elementary and secondary students toward peers with disabilities are explored. Reference is made to friendship, abusive behaviour, advocacy, and acceptance of special education or inclusion, as supportive of education of students with disabilities. Thirty-one students from special education schools and 21 from inclusive schools were interviewed. Qualitative investigation of interview data was undertaken. Findings indicate development of friendships and lower degrees of abusive behaviour in inclusive schools. Though students in both systems advocated for peers with disabilities, advocacy was more routine in inclusive settings. Most believed the approach taken by their schools to be appropriate for education of peers with disabilities. Findings were related to structural aspects of the schools, to social learning and social referencing theory, and effects of special education and inclusive structures on school life.

Document Type: Research article

DOI: 10.1080/0968759032000155640

Affiliations: 1: York University Toronto Ontario Canada

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