How do mainstream primary school children without disabilities, perceive the inclusion of peers with disabilities?

Abstract

The inclusion of pupils with disabilities in mainstream schools should give pupils with and without disability the opportunity to learn and interact together. However, existing research on social acceptance has consistently shown pupils with Individual Educational Needs (IEN) to be accepted less than their peers and to have a lower social status than other pupils. This qualitative study explored the perceptions and interactions of primary school children towards their peers with IEN. A sample of four mainstream classes was selected and sociometric analysis and observations were carried out. Interviews were afterwards conducted with the four teachers, the four pupils with IEN and three non-disabled children from each class, to explore reasons for popularity and rejection. The findings compared strongly with the relevant research and showed that the student with physical disability but with age appropriate cognitive and social skills was highly accepted by peers. In contrast, pupils with disability who lacked age appropriate social skills; social emotional and intellectual maturity; or had behaviour difficulties were rejected or isolated and had a lower social position than their peers. At the same time, it was also found that, while the climate in Anne's class was more inclusive and provided more opportunities for the child with IEN to relate to her peers, in other classes there was evidence of prejudice against those who did not share the main desirable characteristics of intellectual ability and sociability.