Inclusive education has been studied from a number of perspectives, including those of general and special education teachers, administrators, and parents. The perspectives of 257 high school students about inclusive education were examined. Results indicate that these students were supportive of inclusive education and recommended the practice. Students also indicated that their peers with disabilities added a dimension of diversity to the school, had become part of the learning community, and needed to be prepared for the future.
Preparation of this article was supported by Grant No. H086V40007 from the US. Department of Education. The content and opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education, and no official endorsement should be inferred. The author thanks Ian Pumpian for comments on earlier drafts of this paper and Karen Rodifer and Liz Castagnera for their commitment to inclusive high schools.