Social interaction interventions in an inclusive era: Attitudes of teachers in early childhood self-contained and inclusive settings

2004 ◽  
Vol 42 (1) ◽  
pp. 53-63 ◽  
Author(s):  
Theresa Arceneaux Rheams ◽  
Sherry K. Bain
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Inclusive Settings

Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

2021 ◽  
pp. 004005992110101
Author(s):  
Nicole S. Fenty ◽  
Abby Pierce ◽  
Julia Schildwachter
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Young Children ◽  
21St Century ◽  
Grade Level ◽  
Literacy Skills ◽  
Inclusive Settings ◽  
Hands On ◽  
Common Grade ◽  
To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

Valued Member or Tolerated Participant: Parents' Experiences in Inclusive Early Childhood Settings

2000 ◽  
Vol 25 (1) ◽  
pp. 29-41 ◽  
Author(s):  
Leslie C. Soodak ◽  
Elizabeth J. Erwin
Keyword(s):  
Early Childhood ◽  
Inclusive Education ◽  
Parent Participation ◽  
Severe Disabilities ◽  
Open Communication ◽  
Meaningful Participation ◽  
Number Of Factors ◽  
Complex Process ◽  
Inclusive Settings ◽  
Early Childhood Settings

The present qualitative investigation explored the perspectives of parents of young children with severe disabilities to understand the factors that shape their participation in their child's inclusive education. Ten parents of children in early childhood inclusive settings were interviewed. A conceptual framework of factors that influence parent participation was developed based on the themes that emerged from the data. Findings indicated that parent participation is influenced by a number of factors, including the school's beliefs about inclusion, receptivity to parents, and willingness to change. Parent-professional partnerships were facilitated by trust, shared philosophies about children and schooling, and open communication. Achieving effective parent-professional partnerships in inclusive settings appears to be a complex process that involves commitment and understanding. Most importantly, the findings suggest that meaningful participation for children as well as parents is an important and necessary component of inclusive education.

A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

2014 ◽  
Vol 45 (4) ◽  
pp. 1070-1083 ◽  
Author(s):  
Laci Watkins ◽  
Mark O’Reilly ◽  
Michelle Kuhn ◽  
Cindy Gevarter ◽  
Giulio E. Lancioni ◽  
...  
Keyword(s):  
Social Interaction ◽  
Inclusive Settings ◽  
Students With Autism

Behaviorally Based Interventions for Teaching Social Interaction Skills to Children with ASD in Inclusive Settings: A Meta-analysis

2015 ◽  
Vol 25 (2) ◽  
pp. 223-248 ◽  
Author(s):  
Síglia Pimentel Höher Camargo ◽  
Mandy Rispoli ◽  
Jennifer Ganz ◽  
Ee Rea Hong ◽  
Heather Davis ◽  
...  
Keyword(s):  
Social Interaction ◽  
Meta Analysis ◽  
Children With Asd ◽  
Inclusive Settings ◽  
Social Interaction Skills ◽  
Interaction Skills

Reading Buddies: A Strategy to Increase Peer Interaction in Students With Autism

2017 ◽  
Vol 53 (1) ◽  
pp. 44-49 ◽  
Author(s):  
Lisa A. Simpson ◽  
Yvonne Bui
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Interactions ◽  
Peer Interactions ◽  
Autism Spectrum ◽  
Shared Reading ◽  
Inclusive Settings ◽  
Students With Autism ◽  
Reading Activity ◽  
Support Students

Students with autism spectrum disorder (ASD) are often challenged by social interaction and may require substantial support to interact with peers even in inclusive settings. Having adults support students with ASD during peer interactions, however, may ostracize the student from peers without disabilities. Peer-mediated strategies are needed so that students with ASD and students without disabilities can interact in a variety of activities without undue reliance on adults. A peer-mediated approach to a shared reading activity is presented in which students without disabilities and students with ASD are taught a three-step strategy to increase social interactions around a story.

scholarly journals Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD Inklusi Ahsanu Amala Yogyakarta

2017 ◽  
Vol 1 (1) ◽  
pp. 17-26
Author(s):  
Nadlifah Nadlifah
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Social Interactions ◽  
Classroom Environment ◽  
School Environment ◽  
Social Process ◽  
Children With Autism ◽  
The Right ◽  
Social Interaction Skills ◽  
Interaction Skills

Education is a social process that can't happen without interaction between individuals Learning is a personal and social proccess when the child is in touch with other children in building understanding and knowledge together. Generally, Early Childhood have a low social interactions skill. This is evidenced by the frequent fights with his friend and selfish. Similarly in general, children who have mental disorders such as children with autism, Down syndrome, the hearing impaired etc, has the low skill ability in social interaction and communication. children who have maximum social interaction skills will be easier to be accepted in the school environment, especially in a classroom environment. Therefore it the children of inclusion is still an early age need to be assisted in improving the ability of social interactions at school, because the period of early childhood is a period of development the right to develop, improve and optimize all the capabilities of a child, even this period is an effective time to train and familiarize children to develop social interaction skills of children.

Families of children with disabilities helping inform early childhood education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katie Swart ◽  
Reem Muharib ◽  
Kristi Godfrey-Hurrell ◽  
Mark M. D’Amico ◽  
Bob Algozzine ◽  
...  
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Young Children ◽  
Program Development ◽  
Children With Disabilities ◽  
Early Childhood Educators ◽  
Future Research ◽  
Content Type ◽  
Inclusive Settings ◽  
Young Children With Disabilities

Purpose This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.

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