High- and Average-Achieving Students' Perceptions of Disabilities and of Students with Disabilities in Inclusive Classrooms

Abstract

This study investigates attitudes toward disability held by children with disabilities and average- and high-achieving children, and the latter two groups' experiences in inclusive elementary classrooms. Attitudes Toward Disabled Persons Form-Scale (ATDP; Yuker, Block, & Young, 1966) responses did not differ. Females were more accepting. Children expressed more positive attitudes toward classmates with intellectual impairments than learning, behavioral, or severe developmental disorders. Average- and high-achieving children frequently commented that classmates with disabilities enjoyed similar activities but often exhibited inappropriate behavior. Interviewees stated that making new friends was beneficial for children with disabilities and that dealing with their disability was difficult. Learning about disabilities was viewed positively for children without disabilities, but feeling comfortable with classmates with disabilities was challenging. High-achievers more often reported that they learned less.