Inclusive Education: What Makes it a Good Education for Students with Moderate to Severe Disabilities?

Abstract

Parents, teachers, and paraeducators at three inclusive schools were interviewed as part of a qualitative study to investigate perceptions regarding a quality educational program for students with moderate–severe disabilities. Instead of looking at schools engaged in a systematic change process from separate to inclusive education for students with severe disabilities, a major premise of this study was that all students, regardless of ability or disability, were educated together in chronologically age appropriate general education classrooms (preschool through 8th grade). The intent of this study was to determine what key stakeholders (parents, teachers, and paraeducators) felt was a good educational program for students with moderate–severe disabilities after an inclusive placement was a given. Fifty-eight participants were interviewed (18 parents, 23 teachers, and 17 paraeducators) representing four preschool children, nine elementary students, and five middle school students all having moderate–severe and multiple disabilities. A constant comparison methodology was used to analyze the data across both age of target child and role of stakeholder. Findings revealed 12 themes that highlighted the benefits of inclusive education for all students, specific components that needed to be in place to ensure a quality education, and typical goals for the future. Implications for the field were discussed.