Supporting Peer Interactions in the Inclusive Preschool Classroom Using Visual Scene Displays

Abstract

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.

Digital Technology, Young Children with Disabilities, and Preschool Inclusion: An Observation Study in the Context of the Swedish Preschool

“…The results of this study confirm the findings of reviews (Abbot, 2007;Mahoney & Hall, 2017) and previous studies (Chmiliar, 2016;Fleer, 2018;Ismailova, 2021;Laubscher et al, 2022), which show that digital technology and online activities can facilitate and enhance preschool inclusion for children with disabilities, and thus contribute positively to their sense of belonging and learning at preschool. The similarities to the reviews (Abbot, 2007;Mahoney & Hall, 2017) and previous studies (Chmiliar, 2016;Fleer, 2018;Ismailova, 2021;Laubscher et al, 2022) Moreover, the results of this study also reinforce these reviews (Abbot, 2007;Mahoney & Hall, 2017) and previous studies (Chmiliar, 2016;Fleer, 2018;Ismailova, 2021;Laubscher et al, 2022). The contributions are as follows: The results of this study…”

“…He explains this as follows: "The use of technologies in this way is … usually not related to a specific theoretical model of learning; it is an adjunct to learning rather than the key agency through which the learning takes place" (p. 13). Other researchers (Fleer, 2018;Laubscher et al, 2022) have come to similar conclusions, and emphasised the beneficial roles of digital technology and online activities in relation to assisting communication for children with disabilities in inclusive preschools. Moreover, Abbot's review (2007) shows that digital technology and online activities provide opportunities for staff members to set up classrooms in which all children can learn in new ways.…”

“…There are reviews (Abbot, 2007;Lyons & Tredwell, 2015;Mahoney & Hall, 2017) and previous studies (Chmiliar, 2016;Fleer, 2018;Ismailova, 2021;Laubscher et al, 2022) of digital technology, young children with disabilities, and preschool inclusion. Abbot (2007) conducted a review of e-inclusion, which he defined as "the inclusion of people with learning difficulties through the use of digital technologies" (p. 26), and concluded that digital technology facilitates and enhances inclusion.…”

Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals

“…They include first-then boards which often support task completion or social stories which are used to support the development of social and life skills (Gray, 2022; Rattan & Wrightington, 2020). In addition, Visual Scene Displays (VSDs), a type of AAC technology that provides a photograph of a scene familiar to the child with programmed words/phrases corresponding to the areas within the scene (see Figure 1 for an example of a VSD), have been shown to promote language and vocabulary development, peer relations, and communication skills (Laubscher et al, 2020). Educational professionals can draw attention to visuals throughout the day to help children understand classroom routines, keep children engaged, and support their learning.…”

Formation of positive relationships of peers to children with special educational needs in inclusive education

“…Based on the views that it is against human rights for children with special needs to be educated in full-time schools, these students have problems adapting to social life and the education of many students with special needs can be better met within the normal arrangement, education in separate schools is a less preferred form of arrangement. While inclusive education is preferred, it should not be forgotten that it comes as an educational arrangement (Laubscher, Raulston, & Ousley, 2022).…”