Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

Autor/in	Ozaydin, Latife
Titel	Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction
Quelle	In: Educational Sciences: Theory and Practice, 15 (2015) 4, S.1021-1038 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Visual Impairments; Teaching Methods; Play; Skill Development; Interpersonal Competence; Mainstreaming; Small Group Instruction; Nonparametric Statistics; Statistical Analysis; Instructional Effectiveness; Retention (Psychology); Observation; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Visual handicap; Sehbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Statistische Analyse; Unterrichtserfolg; Merkfähigkeit; Beobachtung
Abstract	The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending a preschool classroom. Based on their teacher's comments, all children were limited in their ability to initiate and maintain social initiations and in their ability to respond to social interaction initialized by their peers. Play skills were taught to the target students using direct teaching methods through small group arrangements outside the class. The study was conducted using a multiple probe design using probe sessions across subjects in order to determine the impact of play skills taught through direct instruction on the social interactions of children in the class. Visual and non-parametric analyses showed that the play skills taught are effective in increasing the target VI students' abilities to initiate interactions with their peers and in increasing their response behaviors. In addition, the target students not only generalized the interaction behaviors that they had learned to a girl of their own age, but they also retained what they had learned 2 and 3 weeks after the completion of the implementations. [This study was presented orally as a paper in the 4th World Conference on Educational Sciences (WCES/2012) in Barcelona on February 2, 2012.] (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01