{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/72998"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/72998","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Kindergarten teachers' perspectives: classroom ecology, peer interactions, and children with disabilities","abstract":"This study examined kindergarten teachers’ perspectives about current practices that facilitate peer-related social competence for children with disabilities. 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Twenty kindergarten teachers participated in four focus groups to gather their thoughts about the roles teachers have in supporting peer interactions and relationships for children with disabilities, the opportunities children with disabilities have to interact with peers in their general education kindergarten classrooms, facilitators and barriers to supporting peer interactions and relationships for children with disabilities, and suggestions teacher had for changes to school environments to promote peer interactions and relationships for children with disabilities during their kindergarten year. 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