Membership and Belonging in Inclusive Classrooms: What Do Middle School Students Have to Say?

Abstract

The purpose of this qualitative research study was to explore the characteristics of classroom membership as perceived by middle school students themselves and for their classmates with severe disabilities. A total of 51 middle school students, of whom 4 students had severe disabilities, participated in the main study. Multiple focus group interviews and individual interviews were conducted to obtain an in-depth understanding of the phenomenon of membership and belonging. Following qualitative data analysis procedures, findings indicated that middle school students thought that having friends in class, peer interactions, actively participating in class activities, and obtaining good grades indicated membership. Students attributed teachers with helping them feel like members of the class. Students also associated certain class activities with classroom membership; they felt part of the class when class work was fun, active, interesting, and meaningful. Students perceived similar indicators of membership for their classmates with severe disabilities. In conclusion, findings provided implications for teachers to facilitate membership and a sense of belonging for middle school students with and without disabilities in their inclusive classrooms.