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dc.contributor.authorClemens, Cynthia Louise Jr.en_US
dc.date.accessioned2014-03-14T20:31:14Z
dc.date.available2014-03-14T20:31:14Z
dc.date.issued1997-09-01en_US
dc.identifier.otheretd-01398-222857en_US
dc.identifier.urihttp://hdl.handle.net/10919/31094
dc.description.abstractThe 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.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartTitle.pdfen_US
dc.relation.haspartetd.pdfen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjectFriendshipen_US
dc.subjectInclusionen_US
dc.subjectSocial Interactionen_US
dc.titleEcological Context of Friendship Development in an Inclusive Classroomen_US
dc.typeThesisen_US
dc.contributor.departmentFamily and Child Developmenten_US
dc.description.degreeMaster of Scienceen_US
thesis.degree.nameMaster of Scienceen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineFamily and Child Developmenten_US
dc.contributor.committeechairRogers, Cosby Steeleen_US
dc.contributor.committeememberSawyers, Janet K.en_US
dc.contributor.committeememberStremmel, Andrew J.en_US
dc.contributor.committeememberPitonyak, Daviden_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-01398-222857/en_US
dc.date.sdate1997-09-01en_US
dc.date.rdate1999-01-14
dc.date.adate1998-01-14en_US


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