Social Inclusion of Preschool Children with ASD: The Role of Typical Peers

Autor/inn/en	Zakai-Mashiach, Mati; Dromi, Esther; Al-Yagon, Michal
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01