Factors Related to Teacher-Directed Play Between Preschool-Age Children With Special Needs and Their Typical Peers

This study investigated the relations among child factors, classroom factors, and the percentage of observations that preschoolers with and without special needs spent in teacher-directed group play. Differences in the number of observations for other types of play (e.g., playing with a teacher or playing cooperatively with peers) between children with and without special needs also was examined. Additionally, the percentage of observations spent by children with and without special needs in different classroom activities and centers was examined. Participants were 48 typically developing children and 22 children with special needs. A scanning method was used to assess play types for the children. Results indicated that girls were more likely to play cooperatively in teacher-directed groups than boys. And, children with special needs were more likely to play with a teacher and less likely to play cooperatively with peers than their typically developing classmates. Children with and without special needs frequently engaged in play in the following areas: art, blocks, science, making food, talking with classmates. In future studies, investigators should observe the different types of child and teacher behaviors related to increased interactions between children who have special needs and their typically developing classmates.     

Social acceptance of students with Down syndrome and students without disability

We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.     

Caregiver and peer responses to children with language and motor disabilities in inclusive preschool programs

The free-play social behaviors of 24 children with special needs in two discovery-oriented, inclusive preschool programs were compared with their typically-developing classmates who were matched by age and sex. Children who, for various reasons, used little or no productive language spent more time in solitary pursuits, seldom initiated interactions and, when they did, used a different entry strategy than any other group. Children who were incapable of independent locomotion were largely dependent on adults for initiating changes in their activities and for social exchanges. Although they received more adult support than children developing typically, perhaps because of limited sample size, children with disabilities who were capable of independent locomotion and displayed sufficient language to make their needs and intents clear did not differ significantly from the children who were developing typically. Adults’ behavior varied according to child condition and activity. From observing a single, 20-minute videotape of free play, naı̈ve observers agreed with our classifications of over 78% of the children.     

Classroom Process and Practices in Public Pre-K Programs: Describing and Predicting Educational Opportunities in the Early Learning Sector

Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children’s exposure to instructional content. Practice or Policy: Results from this investigation revealed that children spent the largest share of the day in teacher-directed whole-group instruction and in free play and very little time was spent in individual and small-group settings. Although a 3rd of the school day was dedicated to academic activities, there were few opportunities for socioemotional learning, and children spent roughly a 3rd of the school day in routines/transitions and meals. Few differences emerged in the classroom observations across school- and community-based programs; however, more educated and experienced teachers spent more time teaching and in teacher-directed instruction.     

A Case Study of An Inclusive Early Childhood Setting

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.     

A Case Study of An Inclusive Early Childhood Setting

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.     

Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness

Research Findings: This article examines whether time spent in free choice and teacher-directed activity settings within preschool was associated with indicators of school readiness and the extent to which children’s learning was associated with the quality of teachers’ behavior within these settings. Participants were 325 preschool teachers and 1,407 children from low-income backgrounds. Teacher–child interactions were measured in multiple cycles across 1 day of classroom observation within teacher-organized free choice and teacher-directed activity settings. The overall proportion of class time spent in free choice was positively related to children’s average gains in inhibitory control, whereas class time spent in teacher-directed activities predicted gains in language development and early literacy skills. And more effective teacher–child interactions within the free choice setting were significantly related to children’s average gains in language development and early literacy skills. Practice or Policy: Findings confirm that both free choice and teacher-directed settings in early education classrooms can be assets for children’s learning; however, the value of time in child-managed activities is partially dependent on teachers’ behavior with children.     

Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports

This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDL^R Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey.     

THE GULLIFORD LECTURE: Bullying or befriending? Children's responses to classmates with special needs

Children with special educational needs are generally less accepted, more rejected and more likely to be victims of bullying than their typically developing classmates. However, they are sometimes treated more favourably than classmates, more like friends than acquaintances. In this article, based on her contribution to the Gulliford Lecture series, Norah Frederickson of University College London argues that attributional processes which appear central to the establishment of peer acceptance and supportive relationships are more likely to be triggered when a child's difficulties are severe or obvious, classmates are older and explanatory information is given to them. Schools are sometimes reluctant to discuss the special needs of a pupil with their classmates due to concerns about labelling. However, the literature on labelling suggests that such concerns have been exaggerated and that labels can sometimes serve a protective function. Norah Frederickson suggests that respectful, helping relationships between typically developing classmates and pupils with special needs are valued by young people, their parents and teachers, and can build to friendships within a context of positive opportunities for interaction.     

Kevin: “I Gotta Get to the Market”: The Development of Peer Relationships in Inclusive Early Childhood Settings

This study describes the lived experience of Kevin, a young child with physical disabilities who is placed in an inclusive classroom, a classroom where children with and without disabilities are educated together, with extra support provided for the child with disabilities. Children with disabilities who are placed in inclusive early childhood settings tend to be rejected or neglected more than their typically developing peers and are involved more with the adults in the classroom than with their peers. Kevin’s experiences are framed in the context of the current emphasis on inclusive practices. The study documents that adult assistance and curriculum activities both play an important role in either facilitating or constraining social interaction with peers. When the assigned assistant functions as the child’s playmate and mostly chooses table activities, both of these seem to limit opportunities for social interaction with peers. This study also documents that, without the assistant present, the child makes independent choices such as where and with whom to play. The dramatic play area serves as a conduit for meaningful verbal and nonverbal communication with peers. At the same time, Kevin’s strong desire to play in this area seems to be the impetus for physical development—he walks alone for the very first time. Suggestions are given for teacher facilitation of dramatic play.     

One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools

Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education.     

An eco-behavioral approach to examining the contextual effects of early childhood classrooms

The purpose of the study was to determine what child characteristics (age, gender, language) and classroom characteristics (activity, teacher involvement) typically accompany complex interactions with objects and peers in ethnically diverse early childhood classrooms, and whether global classroom quality contributes additional variance to children’s interactions with objects and peers when child and classroom characteristics are accounted for. Two hundred and twenty-five children (mean age=59.5 months, 50% females) from 61 classrooms in 46 centers in the state of Hawaii participated. An eco-behavioral framework was used to examine ecological factors that “set the stage” for children’s complex interactions with objects and peers. Complex interactions with peers were most likely for girls, especially English-speaking, when there was no teacher involvement, and in creative activities. Complex interactions with objects were most likely for English-speaking children and in creative activities. Child activity moderated the association between teacher involvement and complex interactions with objects. Global classroom quality was not a significant predictor of complex interactions with objects or peers.     

Making connections and making friends: social interactions between two children labelled with special educational needs and their peers in a nursery setting

This paper reports on a pilot study of the social interactions between two children labelled with special educational needs and their peers in an early years setting. Data from play observations and staff interviews are used to examine the dynamics of friendship groups that the two children have developed and the way that they attempt to make new connections with other children. Comparisons between the two children’s interactions with their recurrent playmates and less familiar peers are drawn and the significance of their agency in making decisions about developing relationships is highlighted. A theme that also emerges is that staff facilitating rather than directing interactions between the two children and their peers has the most positive impact. Areas for further investigation are suggested including the range of relationships that children identified with special educational needs establish with their peers and the nature of adult support that most effectively supports friendships between all children.     

Teacher–child and child–child interactions in inclusive preschool settings: do adults inhibit peer interactions?

We conducted real-time analyses of the videotaped free play of 24, 3–4-year-olds, half of whom had disabilities, in four University-sponsored, inclusive, child-centered preschool classrooms. There were 7–10, 20-minute observations for each child. Despite significant differences related to child condition in the frequencies of interactions with peers and one-on-one with adults, the same pattern obtained for both groups: Across observations, the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the 24 children. Analyses of event-sequences revealed that adults were more likely than expected by chance to initiate interactions with a child when s/he was alone and less likely to do so when s/he was interacting with a peer. Within-child patterns of choices also indicated that, after an adult had initiated an interaction with them, the children were less likely to initiate an interaction with a peer and more likely than expected to initiate another interaction with an adult. Additional, exploratory analyses yielded results consistent with the view that some kinds of exchanges with adults may interfere with peer interactions. Implications both for theory and for planning curricula are discussed.     

Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students’ social self‐perception, and acceptance by classmates. The outcomes of the study revealed that the majority of students with special needs have a satisfactory degree of social participation. However, compared with students without special needs, a relatively large portion of the students with special needs experience difficulties in their social participation. In general, students with special needs have a significantly lower number of friends and are members of a cohesive subgroup less often than their typical peers. In addition, students with special needs have fewer interactions with classmates, have more interactions with the teacher, and are less accepted than students without special needs. The social self‐perception of both groups of students does not differ. A comparison between students with different categories of disability regarding the four themes of social participation revealed no significant differences.     

Impacts of Teacher–Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers’ Social Interaction

Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher–child managed whole-group language and literacy instruction on prekindergarten children’s social interaction with classmates. Teacher–child managed whole-group instruction that provides children with opportunities to engage with all of their classmates regularly may potentially deepen the social depth within a classroom (i.e., the frequency with which children regularly interact with each other). Provision of this type of instruction occurred via teachers’ implementation of a whole-class literacy curriculum twice weekly. Participants were 119 preschoolers who received an experimental literacy curriculum in 26 classrooms and 76 children in 17 business-as-usual control classrooms. Condition predicted the strength of children’s social interaction, suggesting that children in experimental classrooms had relatively stronger social ties with peers than children in control classrooms. Practice or Policy: The findings suggest that participation in ongoing teacher–child managed whole-group instruction could facilitate stronger social connections among preschool children.     

Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (M_age = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills.     

Play for young handicapped children in an integral setting,part 2

Conclusions Play is an important part of the life of the young child, both at home and in school. In designing a play environment for handicapped children who are attending a preschool along with their nonhandicapped peers, the teacher needs to be aware of the needs and limitations resulting from the child's particular disability. This knowledge can be put to use in making the environment as productive as possible and providing play opportunities that are fun, educational, and practical for each child. While it is important that we consider the particular handicapping condition, teachers should never lose sight of the fact that a handicapped child is first and foremost a child, whose basic needs are not too different from those of all children. These basic needs should be the primary concern of the teacher who is interested in guiding the child toward productive educational experiences and helping that child become an integral part of the school group.     

The Impact of Teacher-Directed and Child-Directed Pretend Play on Cognitive Competence in Kindergarten Children

The goal of our research was to study different forms of organization of pretend play on children's cognitive performance in a mixed-age environment. We studied two forms of management of the playing process: (a) teacher-directed play with simultaneous involvement of all children in the classroom, where the teacher plays the dominant role in the education process directing children's activity, and (b) child-directed play in various small groups. Twenty-six observations were performed on 51 children in two mixed-age classrooms. The mean age of the children was 4.6 years, with age span from 3 to 6 years. Data were collected regarding children's affective and cognitive behavior according to generally accepted taxonomies: Bloom for the cognitive domain, and Krathwohl for affective domain. We found a significant increase in cognitive manifestations during direction of the playing process in groups compared with frontal management of the lesson (113.1 ± 12.1 vs. 45.7 ± 10.3, mean ± SEM, p < 0.0001), which is related with better employment of the powerful education engine of the free-play children.