The Perspectives of Students With and Without Disabilities on Inclusive Schools

Abstract

The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities from six schools that were recognized as exemplars of inclusive schoolwide practices. Three major themes emerged: (a) students’ sense of belonging in their school culture, (b) inclusion and its impact on students, and (c) school and classroom practices, such as positive behavior support systems, co-teaching, and instructional practices related to student self-determination and direction, feedback and re-teaching, multiple means of representation and expression, and technology utilization. Implications of these findings for implementing inclusive practices in other schools are discussed.