An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools

Hamilton, David

doi:10.1080/10349120500086363

Cited by 14 publications

(16 citation statements)

References 36 publications

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“…Children also believed that schools played an important role in their experience, including the attitudes of teachers and the extent to which accommodations were implemented within school communities (Lindsay and McPherson, ). Overall, the social landscape for children with disabilities is filled with barriers to meaningful inclusion such as lack of awareness, negative attitudes and bullying, resulting in loneliness (Hamilton, ; Krull and others, ; Rotheram‐Fuller and others, ; Symes and Humphrey, ) and low self‐esteem (Pijl and Frostad, ).…”

Section: Resultsmentioning

confidence: 99%

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

2017

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Social inclusion is a complex and often misunderstood concept. For children with disabilities, research has documented the degree of loneliness, bullying and exclusion they often experience in their social lives. This paper presents the findings of a critical literature review on the social inclusion of children with disabilities. Study methods comprised rigorous criteria for study selection followed by established protocols for evaluating studies. Reputable rating scales were used to examine peer-reviewed research published within the last 10 years. Fifty-four studies were analyzed for essential themes. Findings reflect a broad range of stakeholder perspectives and factors that promote or inhibit social inclusion, including child-specific variables as well as environmental influences. Additional research should focus on the perspectives and experiences of children in inclusive settings, particularly those with disabilities, as a means of safeguarding their future social and emotional well-being. © 2017 John Wiley & Sons Ltd and National Children's Bureau Keywords: children, disabilities, peers, social inclusion, social relationships, stigma. BackgroundEstimates of worldwide child disability rates are speculative and dated; however, UNICEF estimates that approximately 93 million (1 in 20) of people aged 14 or younger live with a moderate or severe disability (UNICEF, 2013). In the USA, 5.2 per cent (2.8 million) of the 53.9 million school-aged children (aged 5-17) were reported to have a disability in 2010 (Disability Characteristics, American Community Survey, 2010). For comparison, Human Resources and Skills Development Canada (2011) indicates that 202 350 children (3.7%, aged 0-14 years) and 96 060 teens (4.6%, aged 15-19 years) in Canada have a disability. The most commonly diagnosed disabilities among children include learning, communication and developmental disabilities, while children are also commonly diagnosed with physical disabilities (US Census Bureau, 2010).'Social inclusion' is a multifaceted and largely subjective construct (Le Boutillier and Croucher, 2010). It is often described in opposition to 'social exclusion', which refers to the stigmatisation or marginalisation of certain groups based on particular characteristics, such as socioeconomic status, race, gender or disability. For children with disabilities, social inclusion requires overcoming significant social, economic and political barriers to achieve meaningful involvement in society (Hill and others, 2004). This can involve the ability to make friends, participate in community activities, engage in leisure and play, and have access to quality inclusive practices in the classroom. Social inclusion, therefore, establishes a basis for overall well-being and is a critical component of becoming a valued and contributing member of the community (Mâsse and others, 2012;Murray and Greenberg, 2006).Although children with disabilities value peer relationships and participation in community activities, they continue to experience low levels of ...

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Section: Resultsmentioning

confidence: 99%

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

2017

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“…Consistent with the observation schemes of Scheepstra et al (1999) and Wood (1972, cited in McCauley et al, 1976, the interactions between students and teachers are added to the scheme of interactions between students, because research has shown that students with special needs have many interactions with their teachers (Scheepstra et al, 1999). When observing social behaviours, it is important to collect observations across a variety of settings and situations (Gresham, 2001;Hamilton, 2005), and therefore students were observed during lessons and in free time.…”

Section: Assessment Of Contacts/interactionsmentioning

confidence: 92%

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

Koster

Pijl

Nakken

et al. 2010

International Journal of Disability, Development and Education

220

133

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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.

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“…CASPER-III is an ecobehavioral assessment. Ecobehavioral assessments have been used to examine such variables as child engagement, teacher instruction/support, and peer social interactions [ 12 , 21 , 36 – 38 ]. These assessments typically examine three variables: adult behavior, classroom/environment characteristics, and student behavior [ 36 ].…”

Section: Methodsmentioning

confidence: 99%

“…Adults tend to provide much more support and assistance to children with disabilities compared to children developing typically [ 12 , 13 ]. Hamilton [ 21 ] found that teachers in inclusive classrooms focused more upon children with disabilities engaging with materials rather than interacting with peers. Overall, teachers and other adults tend to provide more support for children with disabilities to remain engaged when compared to peers developing typically.…”

Section: Introductionmentioning

confidence: 99%

The Association between Adult Participation and the Engagement of Preschoolers with ASD

Sam¹,

Reszka

Boyd

et al. 2016

Autism Research and Treatment

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The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD.

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An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools

Cited by 14 publications

References 36 publications

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

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

The Association between Adult Participation and the Engagement of Preschoolers with ASD

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