Show simple item record

Perceptions of inclusivity in the segregated classroom : perspectives of grade 7 & 8 students identified with behavioural difficulties / by Larysa Melody Henry.

dc.contributor.advisorGrover, Sonja
dc.contributor.authorHenry, Larysa Melody
dc.date.accessioned2017-06-08T13:27:21Z
dc.date.available2017-06-08T13:27:21Z
dc.date.created2008
dc.date.issued2008
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/3902
dc.description.abstractThe purpose of this qualitative study was to investigate the perspectives of five grade 7 and 8 boys identified with behaviour difficulties to determine their perceptions regarding whether their schools are meeting their educational needs. Data was collected using small focus groups. All the participants were enrolled in a segregated program, known here by the pseudonym Opportunities, during the time of the focus group discussions. Furthermore, the participants were able to reflect back on their previous experiences in their regular classrooms. In order to modify regular classrooms to meet the participants' needs they recommended: reducing class sizes in the higher elementary grades, making additional support personnel available to help them within their classes, and finding teachers who are especially caring and supportive of students identified with special needs.
dc.language.isoen_US
dc.subjectBehavior disorders in adolescence.
dc.subjectSegregation in education.
dc.subjectBehavior disorders in children
dc.subjectInclusivity in education
dc.titlePerceptions of inclusivity in the segregated classroom : perspectives of grade 7 & 8 students identified with behavioural difficulties / by Larysa Melody Henry.
dc.typeThesis
etd.degree.nameM.Ed.
etd.degree.levelMaster
etd.degree.disciplineEducation
etd.degree.grantorLakehead University
dc.contributor.committeememberBrady, Patrick


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record