Summary

This chapter has described a number of perceptions youth with disabilities report regarding their schooling, including views of their academic and interpersonal challenges, school safety, the services and supports they receive, and their affiliation with and enjoyment of school. On all measures, there are youth with disabilities who express the full range of views, from strongly positive to strongly negative. However, on virtually all measures, positive views predominate, and strongly negative views are held by a minority.

For example, the majority of youth with disabilities report not finding school particularly hard, and most say they do not have more than occasional problems completing homework, paying attention, or getting along with teachers or other students. Most indicate they find school at least "pretty safe," and most report feeling at least "pretty much" a part of their school. Almost half agree "a lot" that they receive the services and supports they need to succeed at school, and the majority report liking school at least "pretty much." The most negative views (e.g., having daily problems at school, finding school "very hard," or not liking or feeling part of school "at all") are held by 1 percent to 11 percent of youth with disabilities across measures, with one exception-about one-third of youth with disabilities report they are not involved at school, even when they have the chance.

Other than perceptions of school safety, youth with disabilities are more likely to express negative views of certain school experiences than their peers in the general population. However, regarding their overall enjoyment of school, youth with disabilities are more likely to express both strongly liking and strongly disliking school.

Although there are few differences in perceptions of school associated with variations in demographic characteristics of youth, some differences are apparent across disability categories. In general, there is greater variation across categories in youth's reports of having interpersonal challenges at school than of academic challenges; the greatest variability is evident in youth liking school "a lot." In a few cases, one category of youth stands out from virtually all others, as in the low rate at which youth with mental retardation report having a familiar and caring adult at school and the low rate of affiliation with and involvement in school reported by youth with emotional disturbances.

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