Inclusion and classroom membership in early childhood
By: Erwin, Elizabeth J.
Contributor(s): Guintini, Margaret.
Series: International Journal of Disability Development and Education 47 (3) 2000:237-257.Publisher: 2000Content type: text Media type: unmediated Carrier type: volume Subject(s): CLASSROOM MANAGEMENT
| EDUCATION | INCLUSION | INCLUSIVE EDUCATIONSummary: Using qualitative methods, this study examined classroom membership in an early childhood setting which included a young boy with multiple disabilities. 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. [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) | 12969 |
Total holds: 0
Using qualitative methods, this study examined classroom membership in an early childhood setting which included a young boy with multiple disabilities. 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. [AJ].
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