Perceptions of Inclusion in the Eyes of Students: A Canadian Perspective

Abstract

This paper centers on students' perceptions of an inclusionary approach to education within Canada, specifically as it applies to students with learning disabilities. Perceptions of inclusion may have wide-ranging implications, including the extent of carrying out prosocial behavior and impacts on academic achievement. Thus, we review Canadian literature on inclusive education policy, followed by students' perceptions of inclusion, the outcomes of positive perceptions, and methods to achieve successful inclusion. Next, we provide recommendations for researchers and educators that will lead to positive perceptions of inclusion among students. Positive perceptions, in turn, support the development of global citizens, a necessity in today's diverse and internationally interconnected society.