Abstract
In this ethnographic study of a second-grade full inclusion classroom, I examined spontaneous, unstructured peer assistance interactions between 22 general education and 11 special education students during small-group and independent work periods. Data sources included field notes from 9 months of participant observation, transcripts of audio and video recordings, and interviews with teachers and students. Qualitative and quantitative analyses of helping interactions revealed that helping exchanges in academic contexts were complicated by students' social agendas, particularly their desire to achieve mastery, display competence, establish their place in the classroom social network, and save face. The complex peer social worlds of the classroom affected special education students' access to curricular content. Examples of classroom interaction involving 3 focal special education students are given. Implications for classroom practice include the need for more active teacher involvement in understanding a...
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