This qualitative study examined the experiences of inclusion within a model
school of both students with special education needs and their peers within the
general education classroom. Data were collected using focus group and
individual interviews. The researcher made contact three times with each of the
participants. Each pupil participated in one focus group interview and one
classroom observation and met once to resolve field issues. The following
research question was the basis for the interview and questions: What are students’
experiences of inclusion in a model school?
As researcher and observer, I used a constant comparison analysis to
ensure that the themes, as they occurred in its natural setting, emerged from the
data itself. Major themes that emerged are the physical, academic and social
aspects of inclusion. Social justice also emerged as an entrenched belief of the
students. The students also provided insight into what will make their school more
inclusive.