The Educational Progress of Normal Peers in an Integrated Preschool Class with Autistic Children: A Preliminary Report

Abstract

The educational progress of four normal peers integrated for one year into a preschool class with five children with autism was examined with the Learning Accomplishment Profile and the Preschool Language Scale. Both measures showed that the peers, who had functioned at or above age level at the time of admission, made substantial progress in their developmental rate during the 11 months they were enrolled in the integrated classroom. These data support the value to normal children of being in an integrated classroom. The importance of a well-planned curriculum and educationally sophisticated teaching staff is stressed.

Increasing social integration in mainstreamed kindergartens

“…Numerous recent studies have attempted to facilitate social integration by teaching preschool children with developmental disabilities, along with their typically developing peers, skills necessary for effective social interactions (e.g., Handleman, Harris, Tomchek, & Kristoff, 1990;Haring & Lovinger, 1989;McEvoy, Shores, Wehby, Early Child Development andCare 1991.77:1-15. Johnson, &Fox, 1990;McEvoy, Nordquist, Twardosz, Heckaman, Wehby, & Denny, 1988;Strain & Kohler, 1988).…”

“…Johnson, &Fox, 1990;McEvoy, Nordquist, Twardosz, Heckaman, Wehby, & Denny, 1988;Strain & Kohler, 1988). However, most of the integrated preschool studies have taken place in special education classrooms and demonstration classrooms with typically developing preschoolers integrated into these special settings, or in settings in which the children with disabilities were integrated only for portions of the school day (e.g., Handleman et al, 1990;Haring & Lovinger, 1989;McEvoy etal., 1990).…”