Electronic Thesis and Dissertation Repository

Degree

Master of Arts

Program

Education

Supervisor

Elizabeth Nowicki

Abstract

This thesis investigated the reasons high school students believed their peers with learning difficulties were excluded, and compared male and female responses. Participants included twenty grade twelve students who were interviewed on why they believed students with learning difficulties were excluded. Responses were analyzed (a) qualitatively to identify response themes, and (b) quantitatively to examine gender differences. Five response categories were identified including (a) thoughts and behaviours of students without learning difficulties, (b) classroom-related activities, (c) differences between students with and without learning difficulties, (d) thoughts and behaviours of students with learning difficulties, and (e) exclusion is not a problem. Categories were divided into subcategories. Gender differences were found in some subcategories. Specifically, males focused more on differences in social behaviour, and characteristics of students without learning difficulties, whereas females focused more on differences in interests and conversation topics, and negative thoughts and actions of students without learning difficulties.


Share

COinS