Title page for ETD etd-01398-222857


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
Rogers, Cosby Steele Committee Chair
Pitonyak, David Committee Member
Sawyers, Janet K. Committee Member
Stremmel, Andrew J. 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
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