FROM ENROLLMENT TO MEMBERSHIP - BELONGING IN MIDDLE AND HIGH-SCHOOL CLASSES

This study examined the meaning of ''belonging'' or membership in four secondary level general education classes. One or two students With m oderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understa nding of participation and membership from the perspectives of student s without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peer s within the class. General class participation and interactions influ enced an individual's status within the group, but were not enough to create member status. General education students also reported faking active steps when they joined a class to get connected with a subgroup . In these classes, only two students with disabilities connected with subgroups and were, therefore. viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.