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The power of personal connection in achieving inclusion: Youth perception of students with disabilities
Christina Sun , Elif Nur Türüt
To cite: Sun, C., Türüt, E. N. (2023). The power of personal connection in achieving inclusion: Youth perception of students with disabilities. International Journal of Youth-Led Research, 3(1).
http://doi.org/10.56299/vwx678
Received June 30, 2023
Accepted September 15, 2023
Highlights
This is a youth-led original research. Youth researchers took all initiatives and made all decisions throughout the research process.
With a sharp focus on connection, the youth researchers were able to steer the study away from the vicious cycle of competition among those who strive to advance inclusion. As the study pointed out, inclusion is not a zero-sum game.
The methodological value of this study lies in its investigation of youth perceptions, which is imperative to understanding the attitudes and behaviors of future generations.
ABSTRACT
Objectives This study aims to investigate a fundamental factor underlying school inclusion of students with disabilities (SWD)—personal connection. Specifically, the study explores the effects of youth participants’ personal connections with people with disabilities (PWD) on their perceptions of SWD.
Methods This pilot-study design gathered preliminary data on youth perceptions. 54 participants between the ages of 14 and 24 completed an internet-based survey. Student t-tests were used to determine whether significant differences were present between participants who have a personal connection with PWD and participants who do not.
Results Significant differences in participants’ perceptions of matters related to students with disabilities were found between the group of participants who have a personal connection with PWD and those who do not, indicating that personal connections have a direct and significant impact on participants’ perceptions.
Conclusion Achieving inclusion of SWD requires a school environment that fosters personal connections. To gain youth’s support in advancing inclusion, schools, parents, and all stakeholders need to shift their focus to efforts that enable personal connections in school communities.
Keywords students with disabilities, inclusion, personal connection, youth perception, DEI, Sustainable Development Goals
INTRODUCTION
© Author(s) 2023. Re-use permitted under CC By-NC.
No commercial re-use.
See rights and permissions. Published by IJYLR.
Youth Research Vox,
Los Angeles, CA, U.S.
Correspondence to
Christina Sun
ms.christinasun4@gmail.com
In recent years, both youth and adults have been participating in conversations
concerning the diversity, equity, and inclusion (DEI) of systems implemented across the United States. In response to such conversations, many institutions, such as schools and government agencies, have hired DEI directors to address and support the institutions in creating change. However, even with DEI professionals leading important conversations, many individuals remain concerned about the true implementation of DEI practices into the preexisting systems of practice (Weiner, 2022). In school environments, youth experience longing for change and hope for a more inclusive future. Students’ lived experiences on campus contribute to a school’s inclusive culture and environment, and their perspectives and voices should be valued and heard on the inclusion of students with disabilities. The opinions held by the student body are equally as important as the work done by the DEI directors on campus. Thus, our paper focuses on the youth perspective of inclusion on campus and seeks to understand how one’s personal connections with PWD impacts their perception of school inclusion for SWD. Specifically, we ask the following question: To what extent do youth’s personal connections with PWD affect their perceptions of:
(1) school inclusion of SWD,
(2) social and academic struggles of SWD,
(3) fair treatment of SWD?