The next article I reviewed by Nowicki & Brown examined thirty six children between ages 9 and 12. Twenty boys and sixteen girls with a mean age of 10.42 years in 5th and 6th grade volunteered to take part in the study. The school district that the study took place in had a full inclusion policy with a mandate for all children within the school district to have the right to attend regular classrooms regardless of the presence or absence of disabilities. All the student participants had classmates with disabilities, with three to six children on individualized education plans (IEPs) for cognitive, physical or behavioral exceptionalities in each class. The students were invited to share their ideas on how to socially include classmates with
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Theme 1 being involve the teacher which was also the theme with the largest response with 33 (41.25% of the total number of statements). Three sub themes were identified: social inclusion with 16 statements, instructional assistance with 15 statements, and promoting knowledge about disabilities with 2 statements. Social inclusion strategies focused on the need for teachers to intervene when a child is socially excluded from a group on the playground or in the classroom. The results of this theme shows the important role that teachers have in making sure that no child is socially excluded at play or in the classroom (Nowicki & Brown, 2013).The comments also show that children are aware of acts of social exclusion and of the academic struggles that are experienced by some of their classmates, but they want teachers to show an awareness of the social and academic difficulties experienced by classmates with disabilities, and to respond to them (Nowicki & Brown, 2013). Theme 2 is instructional strategies that can be used by children This theme consisted of nine statements (11.25% of the total number of statements) and focused on instructional strategies that children can use …show more content…
Four strategies focused on the need to be helpful, two discussed the importance of offering encouragement, and two more were about giving advice (Nowicki & Brown, 2013).Theme 4 is focusing on similarities not differences. Of the seven strategies in this category (8.75% of the total number of statements), five discussed the importance of focusing on similarities between children with and without disabilities rather than on differences, and two ideas described the importance of children imparting accurate knowledge about disabilities to their classmates as a way to address misperceptions. (Nowicki & Brown, 2013) Theme 5 was modeling appropriate social behaviors and intervening in non- appropriate social behaviors This was one of the larger child-centered set of strategies with 15 statements (18.75% of the total). Seven statements described positive behaviors that children can use to help classmates with learning or intellectual disabilities feel included (Nowicki & Brown, 2013). Being respectful, kind, and not rude or mean were frequently mentioned. Theme 6 was
Theme 1 being involve the teacher which was also the theme with the largest response with 33 (41.25% of the total number of statements). Three sub themes were identified: social inclusion with 16 statements, instructional assistance with 15 statements, and promoting knowledge about disabilities with 2 statements. Social inclusion strategies focused on the need for teachers to intervene when a child is socially excluded from a group on the playground or in the classroom. The results of this theme shows the important role that teachers have in making sure that no child is socially excluded at play or in the classroom (Nowicki & Brown, 2013).The comments also show that children are aware of acts of social exclusion and of the academic struggles that are experienced by some of their classmates, but they want teachers to show an awareness of the social and academic difficulties experienced by classmates with disabilities, and to respond to them (Nowicki & Brown, 2013). Theme 2 is instructional strategies that can be used by children This theme consisted of nine statements (11.25% of the total number of statements) and focused on instructional strategies that children can use …show more content…
Four strategies focused on the need to be helpful, two discussed the importance of offering encouragement, and two more were about giving advice (Nowicki & Brown, 2013).Theme 4 is focusing on similarities not differences. Of the seven strategies in this category (8.75% of the total number of statements), five discussed the importance of focusing on similarities between children with and without disabilities rather than on differences, and two ideas described the importance of children imparting accurate knowledge about disabilities to their classmates as a way to address misperceptions. (Nowicki & Brown, 2013) Theme 5 was modeling appropriate social behaviors and intervening in non- appropriate social behaviors This was one of the larger child-centered set of strategies with 15 statements (18.75% of the total). Seven statements described positive behaviors that children can use to help classmates with learning or intellectual disabilities feel included (Nowicki & Brown, 2013). Being respectful, kind, and not rude or mean were frequently mentioned. Theme 6 was