Social Interaction of Preschool Children with Autism Spectrum Disorders (ASD)-Characteristics and Educational Approaches

Autor/in	Skoufou, Aspasia
Titel	Social Interaction of Preschool Children with Autism Spectrum Disorders (ASD)-Characteristics and Educational Approaches
Quelle	6 (2019) 6, S.28-36 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2393-9125
Schlagwörter	Interpersonal Competence; Preschool Children; Autism; Pervasive Developmental Disorders; Interaction; Students with Disabilities; Special Education; Regular and Special Education Relationship; Motivation; Comprehension; Empathy; Psychoeducational Methods + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Interaktion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; psychologische; Motivation (psychologisch); Verstehen; Verständnis; Empathie
Abstract	The present study aims to study the social interaction of preschool children with Autism Spectrum Disorders (ASD) and the approaches they implement to educate them. The sample consisted of ten kindergarten educators and ten kindergarten teachers in special education. The qualitative method and interviews as a research tool were chosen, during which the educators submitted their experiences to the researcher. The processing of data was achieved through the thematic analysis, which was distinct for special education and general education teachers.According to the results, children with disabilities have significant deficits in their social interaction and in general in all their social skills (Bania, Antoniou, Theodoritsi, Theodoritsi, Charitaki, & Billis, 2019). As foreseen, general education teachers have a lot of knowledge about ASDs, while specialists in the special framework are even more aware of autism and educational approaches that are being exploited. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01