How the Perceptions and Beliefs of the Educative Community Impact on the Successful Inclusion of Students with an Intellectual Disability

Abstract

The research of the specific academic and social requirements of four Stage 6 students with a mild intellectual disability and are mainstreamed in two regular high schools, involved the process of surveying and interviewing the students themselves, their parents, two of their nominated teachers, teacher assistants and peers. These participants were specifically asked to outline their perceptions about the requirements of the curriculum, the personnel who delivered and supported the delivery of the curriculum and the specific personal needs of each group involved in the mainstreaming process. All survey participants agreed on the appropriate placement of students who have a mild intellectual disability in the mainstream setting. Teachers and teacher assistants agreed that the successful inclusion of students who have a mild intellectual disability involves the use of appropriate curriculum and assessment adjustments tailored to suit the individual needs of these students. In spite of requiring individual delivery of curriculum to ensure life skill development, the students who have an intellectual disability appreciate the acceptance of their age peers and appreciate their physical involvement in mainstream classroom activities. Parents are most appreciative of the social acceptance and belonging aspect of their student being included in the mainstream setting and activities.