"Just Go and Help": Including Classmates With Learning Difficulties

• In Event: Poster Session 1
  In Poster Session: Special Education and Social Well-Being of Students

Abstract

Thirty-six children between 9 and 12 years of age were interviewed on ways to socially include classmates who have learning difficulties. We used Trochim’s concept mapping approach (Kane & Trochim, 2007) which combines qualitative and quantitative data analyses. Five thematic clusters emerged: (a) being supportive of classmates’ and their school work, (b) mixed strategies, (c) play and recess, (d) teachers’ social interventions, and (e) instructional support and direction from teachers. Participants recognized the challenges experienced by classmates who have learning difficulties, and the need to work with classmates and teachers to support socially inclusive classrooms. Educational implications are discussed.

Authors

• Elizabeth Nowicki, University of Western Ontario

• Jason D. Brown, University of Western Ontario