Social Inclusion through the Eyes of the Student: Perspectives from Students with Disabilities on Friendship and Acceptance

ABSTRACT

Changing attitudes towards disabilities have resulted in corresponding transformations in social justice and human rights issues that have led to an increase in inclusive education practices across the world and a corresponding change in emphasis to address social inclusion of students with disability in the inclusive classroom. Research indicates that students with disabilities do not automatically benefit from the opportunities of inclusive education. To understand the situation of these students, their perspectives should be reported. The following paper reports results of three international studies from Australia, Indonesia, and the Netherlands, whereby students with disabilities were provided an opportunity to express their thoughts and perceptions regarding friendships and acceptance in the inclusive classroom, using a range of methodologies. Despite differences in culture and abilities, the students across all three studies highlighted the importance of having a friend and being socially accepted by their peers.

KEYWORDS:

• Autism spectrum disorder
• disabilities
• friendship
• primary education
• social emotional and behavioural difficulties
• social inclusion
• students’ perspectives

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The work from the Dutch study was supported by the Dutch Foundation for Child Stamps (Stichting Kinderpostzegels Nederland), grant number [8508165]..