Inclusion and Classroom Membership in Early Childhood
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.
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.