Membership and belonging in inclusive classrooms: what do middle school students have to say?
By: Williams, Lilly J.
Contributor(s): Downing, June E.
Series: Journal of the Association for Persons with Severe Handicaps 23 (2) Summer 1998: 98-110.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): EDUCATION
| INCLUSION | INCLUSIVE EDUCATION | SCHOOLING | STUDENTSummary: The purpose of this study was to explore the characteristics of classroom membership as perceived by middle school students themselves and for their classmates with severe disabilities. Indicated that middle school students thought that having friends in class, peer interactions, actively participating in class activities and obtaining good grades indicated membership. Findings provided implications for teachers to facilitate membership and a sense of belonging for middle school students with and without disabilities in their inclusive classrooms. [AJ].
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 12913 |
The purpose of this study was to explore the characteristics of classroom membership as perceived by middle school students themselves and for their classmates with severe disabilities. Indicated that middle school students thought that having friends in class, peer interactions, actively participating in class activities and obtaining good grades indicated membership. Findings provided implications for teachers to facilitate membership and a sense of belonging for middle school students with and without disabilities in their inclusive classrooms. [AJ].
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