Feedback about integrating middle-school students with severe disabilities in general education classes

Area of Science:

• Education
• Special Education
• Inclusion

Background:

• The integration of students with severe disabilities into general education settings is an evolving practice.
• Understanding the impact of this inclusion on students and educators is crucial for effective implementation.
• Previous research has explored various aspects of inclusive education, but specific outcomes in middle school settings require further investigation.

Purpose of the Study:

• To evaluate the outcomes of integrating middle school students with severe disabilities into general education classes.
• To assess the perceived social competence and acceptance of these students by their peers and educators.
• To explore the perspectives of general educators, special educators, and non-disabled classmates regarding the inclusion experience.

Main Methods:

• A survey was administered to general educators, special educators, and non-disabled classmates.
• The survey was conducted at the conclusion of the first year of integration.
• Data were collected from two suburban midwestern communities.

Main Results:

• Students with severe disabilities demonstrated positive outcomes, particularly in perceived social competence.
• Classroom acceptance of students with severe disabilities significantly increased.
• Educators generally viewed the integration experience positively for themselves and their students, with some differences noted between general and special educators' perspectives.

Conclusions:

• The initial year of integrating middle school students with severe disabilities into general education yielded significant benefits.
• Increased social competence and peer acceptance are key positive outcomes for students with disabilities.
• While generally positive, the inclusion experience highlights the need to address differing perspectives between general and special educators for successful inclusive practices.