Bonnie Dupuis, MA Joyce W. Barclay, Ed.S. Sherwin D. Holmes, MS Morgan Platt Steven H. Shaha, Ph.D. Valerie K. Lewis, MAP
Focus on impacts of inclusion for regular and special education students Student surveys given to 364 students ◦ 266 regular education ◦ 98 special education Likert-scaled items favorable at a mean of 2.5
SWD: increased motivation, focused, and work harder to learn Regular Ed: classified as “aware” and “unaware” with favorable attitudes toward SWD Statistically significant: p<.001
Positive attitudinal impacts of inclusion ◦ SWD ◦ General education Benefits: motivation, social, positive learning environment, attitudes Future research
Quantitative data showing positive attitudinal ratings Mutually beneficial Correlation between attitudinal impacts and achievement gains
Students with disabilities had positive attitudes toward inclusion General education: higher level of awareness, higher levels of satisfaction Increasing awareness of general education students
Dupuis, B., Barclay, J. W., Holmes, S. D., Platt, M., Shaha, S. H., & Lewis, V. K. (2006). Does inclusion help students: perspectives from regular education and students with disabilities. Retrieved from http://aasep.org/aasep-publications/journal-of- the-american-academy-of-special-education- professionals-jaasep/jaasep-summer-2006/does- inclusion-help-students-perspectives-from- regular-education-and-students-with- disabilities/index.html.