Concerning Inclusion: Perceptions of Middle School Students, Their Parents, and Teachers

Abstract

This ethnographic study addressed the perceptions of rural fifth and sixth grade students with learning disabilities who have participated in an inclusion special education programs at the middle school level and who had previously participated in a more traditional special education program in fourth grade. The perceptions of their parents, as well as their regular education teachers, were also included in this study. Five predominant themes were found through analysis of the transcribed parent and student interviews. They were: (a) increased self confidence, (b) camaraderie, (c) support of the teachers, (d) poor self esteem in the special education classes, and (e) high expectations. While some of the themes which rose out of the teacher focus groups were similar to those found in the student and parent interviews there were also some which were unrelated. The themes discovered through the analysis of the focus groups transcriptions were: (a) increased student confidence, (b) interventions to accommodate learning and teaching “made all the difference”, and (c) improved academic progress of students with special needs. The impact of this inclusion program upon the school experience of these students is reflected in the analysis of the perceptions of the parents, students and teachers who participated in this study.