Inclusion and classroom membership in early childhood

Elizabeth J. Erwin, Margaret Guintini

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


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
Issue number3
StatePublished - Sep 2000


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