Transition to Preschool for Children with Autism Spectrum Disorder: Expectations of Turkish Parents and Teachers

Autor/inn/en	Yazici, Dila Nur; Akman, Berrin
Titel	Transition to Preschool for Children with Autism Spectrum Disorder: Expectations of Turkish Parents and Teachers
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 5, S.598-608 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yazici, Dila Nur) ORCID (Akman, Berrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1852844
Schlagwörter	Foreign Countries; Autism Spectrum Disorders; Preschool Children; Preschool Education; Student Adjustment; Parent Attitudes; Preschool Teachers; Peer Acceptance; Child Development; Interpersonal Competence; Communication Skills; Behavior Problems; Teacher Expectations of Students; Student Needs; Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Autism; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elternverhalten; Erzieher; Erzieherin; Kindergärtnerin; Kindesentwicklung; Interpersonale Kompetenz; Kommunikationsstil; Lehrerverhalten; Türkei
Abstract	Autism spectrum disorder is common among disability. Difficulties experienced by the child with autism in developmental areas may cause negative situations during transition to preschool. This study aims to determine the opinions of parents and teachers about expectations and whether these expectations have been fulfilled during transition to preschool. As a result of the content analysis, the perspectives of parents who participated in the study from the teachers for children with autism were collected in six categories: social acceptance, developmental expectations, social skills, communicative skills, stereotypical behaviors, and teachers expectations. Teacher perspectives from the parents of children with autism were gathered in four categories: special needs of the child, attitude and approach, acceptance, and developmental expectations. Findings are discussed in light of the related literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01