Impact of special education and inclusive education structures on attitudes of typical peers: a practical and theoretical exploration

Abstract

Inclusion of students with disabilities in regular education environments is a recent and controversial educational initiative. Comparison of impact of special education structures and inclusive education structures on student interaction and friendship sug gests a more positive impact occurs under inclusive education structures. Comments of typical students from ages 11 to 18 years interviewed for this study divided into five dy namics related to social life in their schools. Compared to findings for typical students ed ucated under inclusive structures, those educated under special education structures made markedly fewer friendships with their peers with disabilities. Social interaction in schools with inclusive structures was commonplace, whereas special education structures re stricted interaction. These dynamics were considered through the lenses of Bandura’s so cial referencing theory and of Bourdieu’s concepts of cultural capital and habitus.