Strategies for Creating Inclusive and Accepting Middle School Classrooms

Purnell, Paula G.

doi:10.1080/00940771.2007.11461611

Cited by 1 publication

(1 citation statement)

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“…Students in the middle years who have grown up in diverse, inclusive classrooms have extensive experience living and learning with students with disabilities, and can articulate the barriers and facilitators to inclusion. In this study, students confirmed some of the previous research literature's findings related to important aspects of inclusion such as the need for disability awareness (Krebs, 2000;Levison & St. Onge, 1999), the importance of friendship and belonging (Purnell, 2007), the negative impacts of grades and time pressures (Krogness, 1996), and the social stigma that the presence of an aide can lead to (Giangreco, 2010). The majority of the students demonstrated notable empathy for the students with disabilities.…”

Section: Discussionsupporting

confidence: 89%

Diverse Voices: Middle Years Students’ Insights into Life in Inclusive Classrooms

Katz

Porath

Bendu

et al. 2012

eei

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Thirty-one middle school students (grades 4–7) were interviewed at length about their perspectives regarding academic and social inclusion of students with disabilities; the barriers they perceive to a compassionate, inclusive learning community; and what they believe helps overcome these barriers. In discussing the inclusion of students with disabilities, participants were eloquent in their empathy for the challenges students with disabilities faced, while also articulating barriers to their willingness to include students with disabilities in their academic life based on pressures of the current school system, such as grades and pace, and the stigma associated with the presence of an educational assistant.

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Section: Discussionsupporting

confidence: 89%