UVM Theses and Dissertations
Format:
Print
Author:
Prue, Jennifer F.
Dept./Program:
College of Education and Social Services
Year:
2004
Degree:
Ed. D.
Abstract:
In the history of special education in this country, advocates have worked to present and represent the ideas, opinions and needs of those students most directly affected. These efforts have also included soliciting the input of parents, administrators, and school personnel directly involved with the education of students with disabilities. As inclusive educational practices continue to be implemented, the voice of the other child in the classroom, the student without an identified disability, becomes more conspicuously absent. The purpose of this study was to provide an opportunity for students without disabilities to share their perceptions and ideas about inclusive education. In this study, through the use of qualitative methods, the thoughts, feelings and perceptions of those students without disabilities in general education classrooms are shared. Students without disabilities in two rural K-8 classrooms were the focus of the study. Data was gathered using semi-structured interviews and classroom observations and explored the following topics: what students without disabilities think is necessary to encourage interaction with their peers with disabilities and what their perceptions of the needs of students with disabilities are in inclusive classrooms. Emergent findings from this study reveal themes specific to both student populations and included: helping and socialization related to affective learning; resources, distractions, aggression, and enhanced learning concerns related to academic progress; and the importance of personal experiences and awareness of disability related to classroom communities. In addition to interview and classrooms observation data, the findings of this study were interpreted through the perspective of the researcher using field log notes over a three year research cycle and scholarly personal narrative (Nash, 2002). Finally, recommendations are made for future research and indicated efforts on behalf of inclusive education for all students.