Poster #222 - Alexander and Friends: Ethnographic Case Study of Peer Relationships in an Inclusive First Grade Classroom

• In Event: 3-106 - Poster Session 11
  In Poster Session: PS 11 Section - Social Relationships

Integrative Statement

There is a clear mandate to offer students with disabilities the same opportunities for social participation and friendship available to all students (Halvorsen & Neary, 2009; TASH, 2010). Peer interaction and relationships now are seen as necessities to be promoted between students with disabilities and their classmates in general education classrooms and are understood to play key roles in learning and quality of life (Carter, 2011; Carter, Bottema-Beutel, & Brock, 2014; Carter, Cushing, & Kennedy, 2009). While studies have demonstrated that opportunities to interact and placement in the general education classroom influence social relationships, there is also recognition that just being included does not guarantee that students with significant disabilities automatically belong and/or have friends (Carter, Sisco, Chung, Stanton-Chapman, 2010; Siperstein, Parker, Bardon, & Widaman, 2007). Consequently, over the last twenty-five years, research studies have sought to investigate the nature and formation of peer interactions and relationships experienced by students with a variety of disabilities in inclusive school contexts (Webster & Carter, 2007; Webster & Carter, 2013).
The purpose of this ethnographic case study was to explore the social context of one urban, culturally diverse, first grade classroom where a six-year old with intellectual disabilities participated as a full-time student. Specifically, the study examined the nature of peer relationships (i.e., type, quantity, quality) and the development of these relationships between Alexander, who has Down syndrome, moderate intellectual disabilities, and language and motor delays, and 25 typically developing peers. Other participants included two first grade co-teachers, the inclusion support teacher, instructional assistants, and parents. Over a ten-month period, detailed participant observations, in-depth interviews, content analysis of documents and artifacts, and researcher-designed measures were conducted.
The case illustration discovered varying intensities and levels of group and dyadic relationships within the peer culture, including mutual, close friendships, which developed between Alexander and his classmates. The peer culture and classroom experiences of all students also helped cultivate and define the meaning of various peer relationships, with certain activities and behaviors being valued and contributing to the formation and maintenance of friendships and others not being valued and serving as barriers to building relationships.
In addition, findings revealed qualitative factors within the inclusive education context that promoted significant, reciprocal peer relationships between Alexander and his classmates, such as adult facilitation of Alex’s social and academic environments; Alex’s active, meaningful participation in classroom/school activities; Alex’s identification, belonging and membership in the classroom, group and school community; opportunities for Alex to experience dyadic peer interactions with classmates. The adults’ roles as social and academic guides resulted in Alex participating in all activities throughout the day and school year; thus, in his being perceived as a full member of the classroom and school. Ultimately, belonging and membership provided opportunities for ongoing peer interactions that led to actual friendships and other peer relationships. Although the influences of these ecological factors are discussed in a linear fashion, a conceptual framework was proposed to explain the dynamic process by which these factors interact directly and indirectly to promote the peer relationships.

Author

• Jean Ann Gonsier-Gerdin, California State University, Sacramento
  Presenting Author