Learning for All: Student and Teacher Perspectives about Inclusive Education

This study examines teacher and student perspectives regarding inclusive schools and supports using a cross-sectional research design. It focuses on students' general perspectives of inclusive schools, what supports aligned with inclusive schools students favor more, teachers' general perspectives of inclusive schools, and what professional development teachers prefer with respect to transitioning to a more inclusive school. The school in this study was a comprehensive high school in north Wilmington, Delaware, serving students in Grades 9 through 12. This study was conducted through the use of a student survey and a teacher survey. The responses to the survey were reviewed and analyzed. The students' perspectives were analyzed as a whole group, by gender and by grade. The teachers' perspectives were analyzed as a whole group, by gender, age range, educational level, total teaching experience, teaching experience of students with disabilities and number of special education courses. Data were collected from 529 students and 51 teachers. The results provide implications regarding transitioning to a more inclusive school district. Students were generally neutral towards inclusive education and perceived learning supports typically characteristic of inclusive schools as some help. Teachers generally supported the concept of inclusive schools. Both general and special educators perceived time to collaborate and meaningful professional development opportunities critical to teaching in an inclusive setting.