ERIC Number: EJ1258504
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1935-3308
EISSN: N/A
Toward Inclusive Mathematics Education for "Inferior Students with No Brains:" A Case Study of a Student with Autism and His Peer
Tan, Paulo
Journal of Ethnographic & Qualitative Research, v11 n3 p229-242 Spr 2017
Calls for equity in education for historically marginalized student groups, including students with disabilities, are continuous and long-standing, as access to high-quality education remains elusive for far too many students. As part of a larger study, I conducted this ethnographic case study involving two first-grade students, one who was diagnosed with having a disability and one who was not. Their relationship shifted, and dominance was established over the course of several weeks as they engaged in academic and social learning activities. Such research has remained largely unexplored due to the widespread and continual segregation of students with severe disabilities from general education classrooms. This case study employed an interpretive approach and utilized targeted sampling to recruit students from both the regular education first-grade classroom and from a disability-specific first-grade classroom. Sources of data included direct observations, video-recordings of interactions between participants, field notes, memos, and interviews. The data was analyzed using a three-stage process with results pointing to three major themes as shifts in dispositions from: (1) fear to friend toward peer, (2) establishing social and academic status dominance toward maintaining dominance, and (3) disability as a deficit toward disability as a difference.
Descriptors: Mathematics Education, Autism, Pervasive Developmental Disorders, Students with Disabilities, Grade 1, Elementary School Students, Barriers, Peer Relationship, Social Status, Interaction, Inclusion, Self Contained Classrooms, Peer Teaching, Interpersonal Communication, Student Attitudes
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A