A Case Study on Peer Relationships between Children with and without Autism Spectrum Disorder in a Chinese Inclusive Kindergarten

Autor/inn/en	Xie, Zhengli; Deng, Meng; Yuan, Jingyu
Titel	A Case Study on Peer Relationships between Children with and without Autism Spectrum Disorder in a Chinese Inclusive Kindergarten
Quelle	In: Global Studies of Childhood, 13 (2023) 2, S.131-148 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xie, Zhengli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/20436106231177892
Schlagwörter	Foreign Countries; Peer Relationship; Autism Spectrum Disorders; Inclusion; Students with Disabilities; Peer Acceptance; Child Behavior; Interaction; Teacher Influence; Affordances; Barriers; Kindergarten; Student Attitudes; China + Suchen Sie Ihr Suchwort? Ausland; Peer-Beziehungen; Autism; Autismus; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interaktion; Schülerverhalten
Abstract	The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children's social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described peer relationships between the two types of children in a Chinese inclusive kindergarten and explored its influential factors. Fourteen children with ASD, 12 children without ASD, 4 teachers, the principal of the kindergarten, and 4 parents of children with ASD participated in this study. The results indicated three types of peer relationships: rejected, neglected, and average. ASD children's emotional and behavioral challenges, their limited social interaction skills, and teachers' positive feedback on children with ASD were the major reasons for being labeled the above three types respectively. Furthermore, three protective factors (the rule of child pairing in the kindergarten, innovative curriculum and instructional design, and assistance from parents of ASD children) and three hindering factors (hierarchical roles of the children, the dominance of the medical model, and lack of professional knowledge and skills) of children's peer relationships were identified. Implications and limitations are discussed. (As Provided).
Anmerkungen	SAGE Publications. 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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01