Literaturnachweis - Detailanzeige
Autor/inn/en | Zakai-Mashiach, Mati; Dromi, Esther; Al-Yagon, Michal |
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Titel | Social Inclusion of Preschool Children with ASD: The Role of Typical Peers |
Quelle | In: Journal of Special Education, 55 (2021) 1, S.13-22 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
DOI | 10.1177/0022466920926132 |
Schlagwörter | Preschool Children; Preschool Education; Inclusion; Autism; Pervasive Developmental Disorders; Prosocial Behavior; Student Behavior; Teacher Attitudes; Teacher Education; Student Needs; Interaction; Peer Relationship; Theory of Mind; Social Status; Foreign Countries; Israel; Childhood Autism Rating Scale Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inklusion; Autismus; Student behaviour; Schülerverhalten; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Interaktion; Peer-Beziehungen; Sozialer Status; Ausland |
Abstract | This study examined the natural social interest of 193 (95 boys, 98 girls) typically developing preschoolers aged 41 to 77 months (M = 61.71 months, SD = 8.48 months) toward their included peers with autism spectrum disorder (ASD; N = 16, M = 66.8, SD = 8.80). A hierarchical linear model examined the role of endogenous (within-child) and exogenous (environmental) variables in explaining typically developing children's natural social behaviors. Results indicated the significant contribution of three variables: (a) typically developing children's prosocial behaviors, (b) teachers' attitudes about their training regarding inclusion, and (c) areas of inclusion support needed by the specific child with ASD. Discussion highlighted possible interactions among these variables within the social-ecological theoretical framework, for explaining peer relations of typically developing children with peers with ASD in regular preschools. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |