What does the French public think about inclusive education?

Background To explain that students with intellectual disabilities are not fully included in mainstream education, the present paper investigates public attitudes towards inclusive education and notably examines how these vary according to students' type of disability (i.e., an intellectual, a communicational, sensory, motor, or specific learning one).Method Data were extracted from opinion poll on conducted representative sample French population (N = 1001).Results The analyses indicated less favourably inclined inclusion comparison autism spectrum disorder, sensory disability, motor disability. Participants who familiar seem express more favourable than those not.Conclusions study contributes better understanding opens perspectives develop societies.