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Author Walker, Sue ♦ Berthelsen, Donna
Source Paperity
Content type Text
Publisher Wright State University
File Format PDF ♦ HTM / HTML
Copyright Year ©2008
Abstract The study reports an analysis of the social integration of six focus children with developmental disabilities in four preschool programs and their relative competences in relation to the typically developing children in the early childhood programs. For the 85 children in the preschool programs, including the children with developmental disabilities, peer acceptance was measured with sociometric interviews; social competence was rated by teachers; and observations of play activities and social engagement were made during four free play periods. A social constructivist analysis focuses on how learning was supported in the settings and implications are drawn about how opportunities for learning could be extended in inclusive early childhood programs.
Learning Resource Type Article
Publisher Date 2008-01-01
Journal Electronic Journal for Inclusive Education
Volume Number 2
Issue Number 3