{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/34559"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/34559","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"Examining High School Students on their Ideas about the Social Exclusion of Peers with Learning Difficulties","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.","abstract_html":"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.","abstract_has_math":false,"creators":["King, Melanie E."],"institution":"The University of Western Ontario","degree_name":"MA","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Elizabeth Nowicki"],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-04-13","date_published":"2017-04-13","updated_at":"2026-07-27T21:56:16Z","subjects":["exclusion","high school","learning difficulties","disabilities"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/34559","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Elizabeth Nowicki"]},{"key":"dc:creator","label":"Author","values":["King, Melanie E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T20:05:28Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T20:05:28Z"]},{"key":"dc:date.issued","label":"Date","values":["2017-04-13"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["exclusion","high school","learning difficulties","disabilities"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/34559"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["Examining High School Students on their Ideas about the Social Exclusion of Peers with Learning Difficulties"]}]}],"canonical_facts":{"dc:contributor.advisor":["Elizabeth Nowicki"],"dc:creator":["King, Melanie E."],"dc:date.accessioned":["2025-07-10T20:05:28Z"],"dc:date.available":["2025-07-10T20:05:28Z"],"dc:date.issued":["2017-04-13"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.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."],"dc:identifier.uri":["https://hdl.handle.net/20.500.14721/34559"],"dc:language.iso":["en_ca"],"dc:publisher":["The University of Western Ontario"],"dc:subject":["exclusion","high school","learning difficulties","disabilities"],"dc:title":["Examining High School Students on their Ideas about the Social Exclusion of Peers with Learning Difficulties"],"dc:type":["thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-27T21:56:16Z"}