The views of identical twins in the junior years about twins placed in same or different classrooms

Abstract

Little research is available on identical twins' views regarding classroom placement and no local policy exists regarding the matter. Thus, this study focuses on twins' views of whether they prefer to be in the same or different classroom from their co-twin. A qualitative research methodology was used as a means of obtaining the data from one of every pair of identical twins. All the sixteen participants who took part in the semi-structured interviews, aging between eight to ten years, were in the primary junior years. Eleven identical twins shared a common classroom placement with their twin, whilst the remaining five interviewees had a different classroom from their co-twin. Classroom placement for identical twins can either be a satisfactory or an unsatisfactory academic experience. This study concludes that there should not be a single policy for all identical twins, but classroom placement should be decided on a case-by-case basis, due to the twins' different views and personalities. Heads of Schools should allow space where identical twins can voice their opinion on the matter. Moreover, training and support programmes concerning how to deal with identical twins' classroom placement, should be offered to those directly involved with identical twins. Furthermore, since multiple birth children are increasing at a high rate, a policy regarding classroom placement should be considered. School personnel have fundamental duties to which they have to comply and respect, primarily those of safeguarding the well-being and best interest of the child.