Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings

Abstract

The purpose of this study was to examine: (a) the role of teacher talk in promoting peer interaction, (b) the adequacy of social IEP objectives to reflect children's social functioning and guide provision of teacher talk, and (c) differences in children's peer interaction and teacher talk in inclusive and segregated settings. Thirty children with disabilities and their teachers participated. Overall, we observed low rates of teacher talk thought to support peer interaction; however, when teachers verbally facilitated peer interaction, children were observed interacting more frequently with peers. Children's social IEPs accurately reflected their current level of social functioning. However, the social IEPs appeared to fail to influence teacher intervention. Finally, children with disabilities in inclusive settings interacted with peers more than children in segregated settings, even though there was no significant difference in amount of teacher talk in the two settings.

Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

“…The significance of quality of individualised educational planning highlighted by research indicates that this is determined by accuracy of assessment data to identify individual needs, effective assessment practices to inform instructional planning, and contextualisation of individual plan into whole-school planning and delivery of curriculum (Blackwell and Rossetti 2014;Cooper 1996;Rose and Shevlin 2010). However, studies focusing specifically on the quality of individualised educational planning in mainstream settings present findings to indicate problems with the extent to which instructional supports and individualised learning goals are appropriate to ensure student participation in general education programmes (Kwon, Elicker, and Kontos 2011;Kurth and Mastergeorge 2010;Ruble, McGrew, Dalrymple, and Jung 2010). Indeed, reconciling individually relevant learning with general curriculum standards has long been recognised as a significant undertaking for many teachers (Erickson and Davis 2015).…”

“…As such, teacher perceptions and reported practices relating to collaboration and co-ordination of the IEP process, and the reported and observed low level of incorporation of individualised targets in class teacher's plans highlight a need to further develop collaborative skills for implementation, as these contribute to contextualisation of the individual plan within the general curriculum (Hunt, McDonnell, and Crockett 2012;Janney and Snell 2006). Such contextualisation is crucial to quality and pedagogical value of the IEP (Kwon, Elicker, and Kontos 2011;Kurth and Mastergeorge 2010;Ruble, McGrew, Dalrymple, and Jung 2010).…”

Children's Attitudes towards Peers with Disabilities: Associations with Personal and Parental Factors

“…Young children are expected to develop social skills through interactions with peers when they attend preschool programmes (Scott‐Little, Kagan, & Frelow, ). In inclusive classrooms, the odds that children with disabilities will enhance their social skills increase when the children have opportunities to interact with typically developing peers (Guralnick, Neville, Hammond, & Connor, ; Kwon, Elicker, & Kontos, ). However, children with disabilities do not interact frequently with typically developing children partly because they tend not to initiate social interactions (Odom et al, ).…”

Social interaction of children with visual impairment: Risk and protective factors

“…Usled toga što je slabovidost često praćena spolja vidljivim deformacijama očiju, prisilnim držanjem glave ili celog tela, smanjenom brzinom i skladnošću telesnih kretnji slabovidi se tokom odrastanja češće sreću sa ismevanjem vršnjaka, što kod njih može dovesti do sniženog vrednovanja vlastitog fizičkog izgleda (Stojković i sar., 2011: 474). Zahvaljujući socijalnoj interakciji dete sa smetnjama u razvoju postaje svesno načina na koji ga vršnjaci prihvataju, što bitno utiče na njegovo prilagođavanje na školu (Kwon, et al, 2011).Veliki problem u tom procesu deci sa oštećenjem vida može predstavljati kvalitet komunikacije, Baus smatra da velika različitost među slabovidim osobama ima jednu bitnu zajedničku crtu a to je stalno preispitivanje sopstvenog identiteta i pozicije u domenu videti bolje ili lošije ili videti/ne videti (Baus, 1999). Zbog delimične, odnosno potpune lišenosti vizuelnih informacija osobe sa oštećenjem vida usvajaju neadekvatne predstave o svom fizičkom izgledu i izgledu svojih najbližih.…”