Ecological Context of Friendship Development in an Inclusive Classroom
Abstract
The purpose of this study was to create a detailed
description of the ecological context of friendship
development in an inclusive classroom. Of specific interest,
was the friendship development of a target child with a
diagnosed special need. This topic was investigated from
multiple perspectives: the researcher/observer, the target
student and her peers, the teacher, and the principal. The
goal of the investigation was to identify the perceptions of
these individuals in relation to the following issues:
supports and resources, the ecological context of the
classroom, and activities which support the development of
peer friendships. Information from this study can be used
by teachers as they prepare to meet the social needs of
students in inclusive classrooms. Today's teachers are not
dealing solely with academic challenges. Rather, they are
expected to provide children with social and emotional
support in addition to cognitive stimulation and assessment.
The results of this study provide insights that stimulate
practitioners to reflect upon their roles in providing
support for social development of children in an inclusive
primary grade classroom.
Collections
- Masters Theses [19687]