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

• 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
• ISSN: 1053-8151; 2154-3992
• DOI: 10.1177/1053815119873071

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.