ABSTRACT

Background

To explain that students with intellectual disabilities are not fully included in mainstream education, the present paper investigates public attitudes towards inclusive education and notably examines how these vary according to students' type of disability (i.e., an intellectual, a communicational, a sensory, a motor, or a specific learning one).

Method

Data were extracted from an opinion poll on inclusive education conducted on a representative sample of the French population (N = 1001).

Results

The analyses indicated that the public are less favourably inclined towards the inclusion of students with an intellectual disability in comparison to students with autism spectrum disorder, a sensory disability, specific learning disabilities or a motor disability. Participants who are familiar with disability seem to express more favourable attitudes than those who are not.

Conclusions

The present study contributes to a better understanding of public attitudes towards inclusive education and opens perspectives to develop more inclusive societies.

中文翻译：

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法国公众如何看待全纳教育？

摘要

背景

为解释智障学生并未完全纳入主流教育，本文调查了公众对全纳教育的态度，并特别考察了这些态度如何根据学生的残疾类型（即智力、交流、感官、运动，或特定的学习）。

方法

数据来自对具有代表性的法国人口样本（N = 1001）进行的全纳教育民意调查。

结果

分析表明，与患有自闭症谱系障碍、感觉障碍、特定学习障碍或运动障碍的学生相比，公众不太倾向于将智障学生纳入其中。熟悉残疾的参与者似乎比不熟悉的参与者表达了更积极的态度。

结论

本研究有助于更好地了解公众对包容性教育的态度，并为发展更具包容性的社会开辟了前景。