"Too Cool to Hang Out With You": The Social Exclusion of Classmates

• In Event: 26.081 - Poster Session 3
  In Poster Session: 26.081-7 - Special Education Research SIG: Exploring Race, Disability Status, and Social/Emotional Outcomes

Abstract

Forty-nine elementary school children were interviewed about why they thought peers with learning difficulties were socially excluded at school, and they were invited to engage in analysis of the data. We used Trochim’s (1989) concept mapping approach which combines qualitative and quantitative data analyses; however, it has rarely been used with children. Four themes emerged: (1) thoughts and actions of other children; (2) differences due to learning ability and resource allocation; (3) affect, physical characteristics and schooling; and (4) negative thoughts and behaviours. The overarching reason for social exclusion focused on perceived differences of children with and without learning difficulties. Results showed that children were competent and reliable participants in the concept mapping process. Educational and research implications are discussed.

Authors

• Elizabeth Nowicki, University of Western Ontario

• Jason D. Brown, University of Western Ontario