Document Type



Classroom inclusion is currently one of the most debated issues in education. The debate is whether inclusion serves as the most appropriate way to provide education for students with disabilities. According to Heyne et al. (2012) social interactions are important to an individual, however, throughout an inclusion classroom environment social inclusion might not always be found amongst children with disabilities and their peers. Throughout the course of eight months I collected observations in a preschool inclusion classroom where one student has a one-to-one aide present at all times. This study examines this child’s degree of social inclusion amongst peers. Findings suggest that while this child can be included at times during teacher-led activities, during free play she is mostly socially isolated from her peers. Children with disabilities although included in the classroom are not always socially included with their peers, leaving us to question whether inclusion really means included.



Thesis Comittee

Jodi Cohen (Thesis Director)

Patricia Fanning

Meghan Murphy

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.