Student Attitudes toward Peers with Disabilities in inclusive and special education schools

This study explores student attitudes toward peers with disabilities in inclusive and special education schools, focusing on friendship, advocacy, abusive behavior, and acceptance of educational models. ​ Conducted in Ontario, Canada, it compares 31 students from special education schools and 21 from inclusive schools. ​ Findings reveal that inclusive schools foster stronger friendships, lower abusive behavior, and more routine advocacy for peers with disabilities. ​ Students in inclusive settings also accept their peers more readily and actively support their inclusion in regular classrooms. ​ In contrast, special education schools often segregate students with disabilities, limiting social interaction and increasing instances of teasing and bullying. ​

The study highlights the impact of school structures on social dynamics, suggesting that inclusive education promotes positive relationships and acceptance. ​ It also examines theoretical frameworks like social learning and social referencing, showing how authority figures and educational models shape student behavior. ​ While the study acknowledges limitations, it supports the argument that inclusive education leads to better social outcomes for students with disabilities. ​

Readers will gain insights into the benefits and challenges of inclusive versus special education models, backed by real student experiences and thoughtful analysis. This document is a must-read for educators, parents, and advocates seeking to understand how school environments influence social development and inclusion. ​ Dive in to explore how we can build stronger, more inclusive communities through education! ​