Inclusion and Classroom Membership in Early Childhood
Document Type
Article
Publication Date
1-1-2000
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.
DOI
10.1080/713671117
MSU Digital Commons Citation
Erwin, Elizabeth and Guintini, Margaret, "Inclusion and Classroom Membership in Early Childhood" (2000). Department of Teaching and Learning Scholarship and Creative Works. 73.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/73