Jason D. Brown

Children's thoughts on the social exclusion of peers with intellectual or learning disabilities.

BACKGROUNDnPrevious research has shown that children with intellectual or learning disabilities are at risk for social exclusion by their peers but little is known of childrens views on this topic. In this study, we used concept mapping to investigate elementary school childrens thoughts on why they believe their peers with intellectual or learning disabilities are sometimes socially excluded at school.nnnMETHODnParticipants were 49 grade five and six children who attended inclusive classrooms. Interviews were digitally recorded and transcribed. We extracted 49 unique statements from the transcribed data, and then invited participants to sort the statements into meaningful categories.nnnRESULTSnSorted data were entered into matrices, which were summed and analysed with multi-dimensional scaling and cluster analysis. A four-cluster solution provided the best conceptual fit for the data. Clusters reflected themes on (1) the thoughts and actions of other children; (2) differences in learning ability and resource allocation; (3) affect, physical characteristics and schooling; and (4) negative thoughts and behaviours.nnnCONCLUSIONSnThe overarching reason for social exclusion focused on differences between children with and without disabilities. This study also provided evidence that children are effective, reliable and competent participants in concept mapping. Educational and research implications are discussed.

''A Kid Way'': Strategies for Including Classmates With Learning or Intellectual Disabilities

Thirty-six children between 9 and 12 years of age were invited to share their ideas on how to socially include classmates with learning or intellectual disabilities at school. Participants generated 80 strategies which were categorized into seven major themes. Thematic categories focused on the need for teachers to intervene in academic and social situations, child-to-child instructional strategies, being supportive, focusing on similarities between children with and without disabilities, modelling appropriate behaviors and intervening in negative interactions, structured inclusive activities, and noninclusive activities. Participants were aware of the challenges experienced by classmates with disabilities, and recognized the need to work with classmates and teachers towards the social inclusion of children with intellectual and learning disabilities. Educational implications are addressed.

Cultural Worldviews of Foster Parents

A random sample of Canadian foster parents were asked about the importance of culture in fostering. In response to the question “What values, beliefs and traditions were you raised with and feel are important?,” a total of 74 different responses were received. These responses were grouped together by foster parents and the groupings analyzed using multidimensional scaling and cluster analysis. Seven concepts emerged from the groupings, including: (1) spirituality, (2) nationality, (3) personal experience, (4) religion, (5) responsibilities, (6) respect, and (7) right and wrong. These results are compared to the literature. Similarities and differences are noted.

Caring for Children From the Same Culture: Challenges for Foster Parents

Foster parents licensed in a central Canadian province were contacted by telephone and invited to participate in a survey that included the question “What are the challenges of fostering a child with the same values, beliefs, and traditions as you?” Participants sorted all responses to the question into concepts that were analyzed using multidimensional scaling and cluster analysis in accordance with the concept mapping method. The final concept map included five clusters that were labeled rebuild confidence, different expectations, resistance, restore connections, and acceptance. Results were compared to the literature. Similarities and differences are presented.

Rewards of Parenting a Child with a Fetal Alcohol Spectrum Disorder

There is a considerable amount of research on the challenges associated with parenting children who have dis- abilities, and little that focuses on positive aspects. The purpose of the study was to describe the rewards of parents of children with a fetal alcohol spectrum disorder (FASD). Nineteen birth, foster or adoptive parents were asked to answer the following question: What are the rewards of parenting a child with a FASD? The data were analyzed using multidi- mensional scaling and cluster analysis. Four clusters resulted. Parents indicated that they saw the childrens effort, growth, and accomplishment in a variety of domains as encouraging. Parents also reported feeling appreciated by the children. Re- sults suggest that rewarding parenting experiences with children who have alcohol-related disabilities are multiple, diverse and, when compared to the literature, largely consistent. The results lend credibility to the existing literature on the re- wards of parenting children with developmental disabilities, and FASD in particular.

Educators’ evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities

BACKGROUNDnReasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of childrens ideas on the causes of social exclusion.nnnMETHODnEducators thematically sorted and rated childrens ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis.nnnRESULTSnSix thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated childrens ideas as showing somewhat uninformed ideas about why social exclusion occurs.nnnCONCLUSIONSnEducators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed.