Typically Developing Preschoolers’ Behavior Toward Peers With Disabilities in Inclusive Classroom Contexts

This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing p...

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Bibliographic Details
Published in:Journal of early intervention 2020-03, Vol.42 (1), p.49-68
Main Authors: Hong, Soo-Young, Eum, Jungwon, Long, Yanjie, Wu, Chaorong, Welch, Greg
Format: Article
Language:English
Subjects:
Asian Americans
Behavior
Child Behavior
Child development
Children with disabilities
Classroom Environment
Classrooms
Context Effect
Early childhood education
Ethnicity
Families & family life
Group Activities
Inclusion
Interaction
Learning
Learning Activities
Low Income Students
Observational studies
Outdoor Education
Peer Relationship
Peers
Preschool Children
Preschool Education
Public Schools
Scaffolding (Teaching Technique)
Social behavior
Social integration
Teacher Role
Teachers
Young Children
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Summary:This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices.
ISSN:1053-8151
2154-3992
DOI:10.1177/1053815119873071