Inclusion and classroom membership in early childhood

Elizabeth J. Erwin, Margaret Guintini

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Using qualitative methods, this study examined classroom membership in an early childhood setting which included a young boy with multiple disabilities. Participant observation and interview data were gathered over a 6 month period. Themes emerged and were arranged according to three primary categories: (a) Shared and Meaningful Experiences, (b) Quality of Interpersonal Interactions with Peers, and (c) Practices that Contribute to Building Community. Findings revealed that there were deliberate and ongoing efforts to create a strong sense of community within the classroom.

Original languageEnglish
Pages (from-to)237-257
Number of pages21
JournalInternational Journal of Disability, Development and Education
Volume47
Issue number3
DOIs
StatePublished - Sep 2000

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childhood
inclusion
Observation
Interviews
multiple disabilities
classroom
participant observation
qualitative method
community
interaction
interview
experience

Cite this

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Inclusion and classroom membership in early childhood. / Erwin, Elizabeth J.; Guintini, Margaret.

In: International Journal of Disability, Development and Education, Vol. 47, No. 3, 09.2000, p. 237-257.

Research output: Contribution to journalArticle

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