ELEMENTARY AND SECONDARY STUDENT ATTITUDES

TOWARD PEERS WITH DISABILITIES – Bu ch

This study explores how elementary and secondary students in Canadian schools perceive and interact with peers who have disabilities, comparing attitudes in Special Education model schools versus Inclusive model schools. ​ Through one-on-one interviews with students across various grades, the research highlights key differences in friendships, teasing behavior, advocacy, and support for inclusion.

In Special Education model schools, students were aware of peers with disabilities but often socially and academically separated from them. ​ Friendships were rare, especially at the secondary level, and teasing or insulting behavior was more prevalent, driven by a focus on differences. ​ Advocacy was more common among secondary students, though elementary students rarely encountered such situations. ​ Most students supported segregated environments for peers with disabilities, believing these settings were necessary for their success. ​

Conversely, Inclusive model schools fostered stronger social and academic connections. ​ Students frequently knew and befriended peers with disabilities, though some friendships were insincere. ​ Teasing was rare, and those who engaged in such behavior were seen as immature. ​ Advocacy was largely hypothetical due to fewer incidents, with students suggesting educational programs to promote understanding. ​ Inclusion was widely supported, with students believing peers with disabilities could thrive in regular classrooms with their support. ​

This preliminary study sheds light on the impact of school models on student attitudes, emphasizing the importance of fostering inclusive environments to build meaningful relationships and reduce stigma. ​ Dive in to explore how these findings could shape future educational practices!