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.

摘要

对残疾的态度的改变导致社会正义和人权问题的相应转变，从而导致全世界全纳教育实践的增加，并相应地改变了在全纳课堂中解决残疾学生社会包容问题的重点。研究表明，残疾学生不会自动受益于全纳教育的机会。要了解这些学生的情况，应该报告他们的观点。以下论文报告了来自澳大利亚、印度尼西亚和荷兰的三项国际研究的结果，为残疾学生提供了一个机会，在全纳课堂中表达他们对友谊和接纳的想法和看法，使用一系列方法。尽管文化和能力存在差异，但所有三项研究的学生都强调了拥有朋友和被同龄人社会接受的重要性。