Toward Inclusive Education: A Theoretical Critique of Peer Acceptance Research

• In Event: 66.080 - Roundtable Session 26
  In Roundtable Session: 66.080-15 - External Influences on Early Social-Emotional Development

Abstract

In this critical review of research, we use an inclusive perspective to critique how peer acceptance has been conceptualized in early childhood special education (ECSE). Recognition of and valuing of differences is integral to inclusive education (Waitoller & Kozleski, 2010). We argue that prevalent theoretical frameworks in ECSE have narrowly defined and measured aspects of peer acceptance as they relate only to disability, highlighting how this one-dimensional view of difference is not adequate in understanding the nature of peer acceptance in diverse early childhood programs. As young children navigate multiple dimensions of diversity (e.g., home culture, ethnicity, language, and learning abilities), we assert that sociocultural theory can better frame peer acceptance research that advances inclusive practices.

Authors

• Margaret R. Beneke, The University of Kansas

• Gregory A. Cheatham, Arizona State University