Attitudes of high school seniors toward inclusion

Studies have been conducted on the attitudes of parents, teachers, and administrators toward inclusion, but little has been undertaken on the attitudes of students toward inclusion. Since it is the students who are the main participants in the process, it makes sense to ask them how they feel about inclusion when considering how to make inclusion successful. Analysis of survey data gathered from students could provide a framework to help guide educators in making decisions about inclusion in their schools. Using quantitative inquiry through a survey, this research explored the questions: Are there significant differences in the attitudes of high school seniors from general education and high school seniors from special education toward inclusion? Are there significant differences in the attitudes of males and females toward inclusion? Are there significant differences in the attitudes of various ethnicities toward inclusion?; A survey was distributed by the administration to 1,505 high school seniors at three high schools from one district in St. Louis County, with a return rate of 80%. Two coding themes generated by a pilot study about the attitudes of high school seniors toward inclusion were explored: academic standards and social standards. Survey results showed there was a significant difference in attitudes of seniors from general education and seniors from special education toward inclusion; there was no significant difference in attitudes of males and females toward inclusion; and there was a significant difference in the attitudes of certain ethnicities toward inclusion. Students from special education, who indicated on the survey that they did not have friends in special education, agreed that inclusion enhanced the learning and social experiences of other students. Students from special education more strongly agreed than students from general education that having students from special education in class was a social benefit. Native Americans in regular education were the most in favor of inclusion. Students from High School 2, who indicated on the survey that they did not have friends in special education, agreed more than High School 1 or High School 3 that having students from special education was socially beneficial.; If educators want the inclusion process to be successful, it would appear that they need to consider the relationship between the students from regular education and the students from special education. If the attitudes of the two groups toward each other are not conducive to learning, then the inclusion process will not be successful.