Social Inclusion—The Next Step: User-Friendly Strategies to Promote Social Interaction and Peer Acceptance of Children with Disabilities

Abstract

Research tells us that children with developmental disabilities and delays have reduced social interaction and reduced social acceptance by other children in comparison with their same-aged peers within early childhood settings. The consequence of this is that these children have limited access to the possible developmental opportunities within the peer culture, leading to long-term social maladjustment. This can be counteracted by the implementation of carefully planned social interventions; however, the strategies informed by current research are often unable to be implemented because of the lack of user-friendliness for staff. This paper is a quantitative and qualitative case study of a four-year-old child with a moderate developmental disability attending a community kindergarten. The authors investigated the effect of strategies planned in collaboration with kindergarten staff to increase social interaction and acceptance for the focal child within the existing peer culture.

Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions

“…In their metaanalysis, Whalon et al (2015) also reported medium to large effect sizes for some of the single-case studies described in this section (Kohler et al, 2007;Nelson et al, 2007;Owen-DeSchryver et al, 2008;Thiemann & Goldstein, 2004). Several of these studies show that this positive effect was generalized or maintained once the intervention was removed (Batchelor & Taylor, 2005;Harper et al, 2008;Kamps et al, 1992;Kamps et al, 2015;Katz & Girolametto, 2013;Kohler et al, 2007;Nelson et al, 2007;Pierce & Schreibman, 1997;Thiemann & Goldstein, 2004). In the only study finding a mixed effect (Hundert & Houghton, 1992), a meaningful increase in interactions was found during the intervention, but this effect was neither generalized nor maintained once the intervention was removed.…”

“…Three studies found positive effects on the social acceptance of pupils with SEN, regardless of whether all classmates or only some were involved in the intervention, but do not mention effect sizes (Batchelor & Taylor, 2005;Goldstein et al, 1997;Thiemann & Goldstein, 2004). Indeed, the study by Thiemann and Goldstein (2004) revealed a positive influence on the TD pupils who did not actively participate in the intervention.…”

“…Interventions: Thirteen studies evaluated the effects of teaching interaction strategies to TD peers to increase or improve their social interactions with pupils with ASD, BD, DD, or ID (Batchelor & Taylor, 2005;Goldstein & Cisar, 1992;Goldstein, Kaczmarek, Pennington, & Shafer, 1992;Goldstein, English, Shafer, & Kaczmarek, 1997;Harjusola-Webb, Hubbell, & Bedesem, 2012;Harper, Symon, & Frea, 2008;Kohler, Greteman, Raschke, & Highnam, 2007;McGrath, Bosch, Sullivan, & Fuqua, 2003;Owen-DeSchryver, Carr, Cale, & Blakeley-Smith, 2008;Pierce & Schreibman, 1997;Storey, Smith, & Strain, 1993;Thiemann & Goldstein, 2004). The strategies taught by adults involved mainly the initiation and maintenance of social interactions during episodes of free play (e.g., suggesting games, sharing or exchanging objects, initiating a conversation, making compliments or commenting on an ongoing game).…”

“…Two studies evaluated the programme "Stay, Play, Talk". In this intervention, selected TD pupils (Goldstein et al, 1997) or all TD classmates (Batchelor & Taylor, 2005) learned strategies to initiate and maintain interactions with their peers with ID.…”

“…Indeed, several methodologically thorough studies revealed positive effects and reported medium to large effect sizes. This type of intervention also seems to have a positive effect on the social acceptance of children with SEN (Batchelor & Taylor, 2005;Goldstein et al, 1997;Thiemann & Goldstein, 1997), but studies are lacking to draw firm conclusions.…”