Type of Document	Master's Thesis
Author	Clemens, Cynthia Louise Jr.
Author's Email Address	cclemens@vt.edu
URN	etd-01398-222857
Title	Ecological Context of Friendship Development in an Inclusive Classroom
Degree	Master of Science
Department	Family and Child Development
Advisory Committee	Advisor Name Title Cosby Rogers Committee Chair Andrew Stremmel Committee Member David Pitonyak Committee Member Janet Sawyers Committee Member
Keywords	Friendship Inclusion Social Interaction
Date of Defense	1997-09-01
Availability	unrestricted
Abstract The purpose of this study was to create a detailed description of the ecological context of friendship development in an inclusive classroom. Of specific interest, was the friendship development of a target child with a diagnosed special need. This topic was investigated from multiple perspectives: the researcher/observer, the target student and her peers, the teacher, and the principal. The goal of the investigation was to identify the perceptions of these individuals in relation to the following issues: supports and resources, the ecological context of the classroom, and activities which support the development of peer friendships. Information from this study can be used by teachers as they prepare to meet the social needs of students in inclusive classrooms. Today's teachers are not dealing solely with academic challenges. Rather, they are expected to provide children with social and emotional support in addition to cognitive stimulation and assessment. The results of this study provide insights that stimulate practitioners to reflect upon their roles in providing support for social development of children in an inclusive primary grade classroom.
Files	Filename       Size       Approximate Download Time (Hours:Minutes:Seconds)     28.8 Modem   56K Modem   ISDN (64 Kb)   ISDN (128 Kb)   Higher-speed Access    etd.pdf 135.26 Kb 00:00:37 00:00:19 00:00:16 00:00:08 < 00:00:01   Title.pdf 5.90 Kb 00:00:01 < 00:00:01 < 00:00:01 < 00:00:01 < 00:00:01

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