Educators' evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities.

BACKGROUND: Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion.
METHOD: Educators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis.
RESULTS: Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs.
CONCLUSIONS: Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed.