Review: typically-developing students’ views and experiences of inclusive education

Abstract

A vital determinant of the success of inclusive education is the extent to which it is embraced by typically-developing students. Of concern, this review highlights that students tend not to understand inclusive education, and that this can breed hostility towards it. More qualitative research of high methodological quality is needed in this area. Implications for Rehabilitation Typically-developing students are key to the successful implementation of inclusive education. This review shows that most tend not to understand it, and can react by engaging in avoidance and/or targeted bullying of peers who receive additional support. Schools urgently need to provide teaching about inclusive education, and increase opportunities for contact between students who do and do not receive support (e.g. cooperative learning).

Promoting Inclusion Via Cross‐Group Friendship: The Mediating Role of Change in Trust and Sympathy

“…Along these lines, these prior studies emphasize that simply putting children with different learning needs into the same classroom is not enough to promote their social participation. Social inclusion of students with low academic achievement requires improving attitudes toward them among majority group students without higher learning needs (Bates, McCafferty, Quayle, & McKenzie, 2015). However, attitudes toward children with intellectual disabilities or low academic achievement are generally negative (Nowicki & Sandieson, 2002).…”

Attitudes and Knowledge About Learning Disabilities: A Comparison Between Arabic- and Hebrew-Speaking University Students

“…Attitudes, knowledge, and perceptions regarding SLD can have a significant influence on the well-being of adults with SLD (Dong, Fabian, & Xu, 2016; Shany, Weiner, & Assido, 2013). Research also indicates that the success of inclusive education is determined by the attitudes of individuals without disabilities (Bates, McCafferty, Quayle, & McKenzie, 2015). The majority of research in this field has aimed to evaluate teacher attitudes toward students with disabilities, whereas fewer studies have examined peer attitudes.…”

The role of cross-group friendship and emotions in adolescents’ attitudes towards inclusion

“…Previous research on peer relationships of students with SEN in inclusive classrooms suggests that they are perceived as less popular and are less included in peer groups compared to students without SEN (e.g., Estell et al, 2008;Grütter, Meyer, & Glenz, 2015). In order to prevent the exclusion of students with SEN, researchers have highlighted the importance of inclusive attitudes of students without SEN (Bates, McCafferty, Quayle, & McKenzie, 2015). Therefore, scholars have studied typically developing adolescents' social contacts with SEN students.…”