Social Participation of Children with Disabilities in Inclusive Preschool Programs: Program Typology and Ecological Features

Autor/inn/en	Tsao, Ling-Ling; Odom, Samuel L.; Buysse, Virginia; Skinner, Marti; West, Tracy; Vitztum-Komanecki, Joann
Titel	Social Participation of Children with Disabilities in Inclusive Preschool Programs: Program Typology and Ecological Features
Quelle	In: Exceptionality, 16 (2008) 3, S.125-140 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Social Behavior; Disadvantaged Youth; Disabilities; Interaction; Student Participation; Peer Relationship; Peer Acceptance; Preschool Children; Inclusive Schools; Mainstreaming; Public Schools; Early Intervention; Community Programs; Interpersonal Relationship; Context Effect; Adults + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Benachteiligter Jugendlicher; Handicap; Behinderung; Interaktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inclusive school; Integrative Schule; Public school; Öffentliche Schule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The purpose of this study was to examine the social participation of young children with disabilities in inclusive preschool programs. One hundred forty-three preschool-aged children with disabilities were observed in classrooms representing four organizational contexts: community-based, Head Start, public school, and blended. Children's and adults' social behavior was positive across settings, and children in blended programs engaged in significantly more positive social behavior with adults. Peer social engagement did not differ across organizational contexts. Activity initiator was an ecological variable that affected children's social engagement in that children engaged in significantly more interaction with peers in child-initiated activities and significantly more interaction with adults in adult-initiated activities.). (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10