Inclusion and Preschoolers Who Are Typically Developing: The Lived Experience

Noggle, Amy K.; Stites, Michele L.

doi:10.1007/s10643-017-0879-1

Cited by 19 publications

(14 citation statements)

References 24 publications

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“…Inclusive settings assume that meaningful advantages can be achieved for students with and without disability (Division for Early Childhood and National Association for the Education of Young Children, 2009; Noggle & Stites, 2017). The present study offered several avenues for potentially informing future intervention methodologies and techniques geared not only toward the ASD population but also toward the change agents in their educational and social environments—the young typically developing preschoolers and their teachers.…”

Section: Discussionmentioning

confidence: 99%

Social Inclusion of Preschool Children With ASD: The Role of Typical Peers

2020

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This study examined the natural social interest of 193 (95 boys, 98 girls) typically developing preschoolers aged 41 to 77 months ( M = 61.71 years, SD = 8.48 years) toward their included peers with autism spectrum disorder (ASD; N = 16, M = 66.8, SD = 8.80). A hierarchical linear model examined the role of endogenous (within-child) and exogenous (environmental) variables in explaining typically developing children’s natural social behaviors. Results indicated the significant contribution of three variables: (a) typically developing children’s prosocial behaviors, (b) teachers’ attitudes about their training regarding inclusion, and (c) areas of inclusion support needed by the specific child with ASD. Discussion highlighted possible interactions among these variables within the social–ecological theoretical framework, for explaining peer relations of typically developing children with peers with ASD in regular preschools.

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Section: Discussionmentioning

confidence: 99%

Social Inclusion of Preschool Children With ASD: The Role of Typical Peers

2020

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“…When children experience instances and patterns of social exclusion—which can occur in settings that are considered “inclusive”—they are less likely to develop positive peer relationships (Woodgate et al, 2020). Conversely, when children who are typically developing infrequently interact with peers who have identified disabilities or other markers of difference, they may develop narrow or stereotypical understandings about human variation and have limited strategies for interacting with peers who are different from themselves (Noggle & Stites, 2018). Consequently, what children think about their peers influences their decisions to interact, or not interact, with their peers (Diamond & Tu, 2009), and how they engage in these peer interactions (Noggle & Stites, 2018).…”

Section: Process-oriented Inclusive Early Childhood Educationmentioning

confidence: 99%

Responding to Difference: Enacting Inclusive Early Childhood Education Through the Social-Relations Approach

Morgan

Friesen

2021

Young Exceptional Children

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“…Program sekolah inklusif biasanya melakukan hak yang sama untuk setiap siswa, termasuk hubungan sosial yang positif, rasa memiliki, persahabatan yang lebih luas, dan pertumbuhan di semua bidang perkembangan (Noggle & Stites, 2018). Program-program tersebut tentu sangat bermanfaat bagi anak berkebutuhan khusus untuk memiliki pengalaman berharga di lingkungan luar rumah mereka.…”

Section: Jpk (Jurnal Pendidikan Khusus) 15 (1) 2019 -2 Redite Kurniunclassified

“…Program sekolah inklusi dapat merangsang pertumbuhan domain emosional sosial pada ABK oleh lingkungan mereka (Noggle & Stites, 2018). Melalui penelitian ini, bukti bahwa nilai agama dapat menstimulasi ABK untuk dapat melaksanakan nilai-nilai Islami dalam kegiatan mereka seharihari.…”

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Implementation of Religious Values on Individual Education Program (Iep) Based in Islamic Elementary School

Kurniawan

2019

jpk. Jurnal. Pendidik. Khusus

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Elementary has emerged as an inclusive school in Indonesia recently. Eventhough some of them haven’t shown the proper planning of inclusive learning, learning process, and optimal outcome learning for special needs students. Moreover if the learning process connected with religious value in Islamic elementary school. How the implementation of religious value can be involved in Individual Education Program (IEP) in elementary school? This paper discuss about Individual Education Program (IEP) based on religious value which conduct as a particular curriculum for special needs students (SNS). Investigation for specific purpose on this study headed to Islamic values development in SNS. The data collected from interviews, documents, and observation from Ar-Roihan Inclusive Islamic Elementary School Lawang that has been pointed as inclusive pilot project since 2016. Prior study has shown the benefit of inclusive school for disability children, but it’s not focus on how Islamic values influence in their daily activities. Developed from data collected, the IEP program has reflected how the SNS used to and motivated to Islamic way in their daily activities, such as pray together, recite holy Qur’an, and respect for each other. Findings indicated that IEP which had given as individual treatment and lesson plan became an important thing for Islamic inclusive elementary school to reach their goal for disability students activities such as pray together, recite holy Quran, dan giving charity.

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Inclusion and Preschoolers Who Are Typically Developing: The Lived Experience

Cited by 19 publications

References 24 publications

Social Inclusion of Preschool Children With ASD: The Role of Typical Peers

Social Inclusion of Preschool Children With ASD: The Role of Typical Peers

Responding to Difference: Enacting Inclusive Early Childhood Education Through the Social-Relations Approach

Implementation of Religious Values on Individual Education Program (Iep) Based in Islamic Elementary School

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