期刊
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
卷 29, 期 2, 页码 105-118出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/0271121408329172
关键词
engagement; interaction; young children with autism spectrum disorder; segregated; inclusive
The engagement and interaction of 12 children with autism spectrum disorder (ASD) were measured during free play in segregated and inclusive prior-to-school early childhood settings to compare the learning opportunities provided in each type of setting. Ratings of overall engagement and the frequency and quality of interaction were also compared across the two types of setting. Although a satisfactory level of engagement was found for segregated and inclusive settings, the children were, on average, slightly better engaged in the segregated settings. Adult interaction was significantly higher in the segregated settings, but the difference in the amount of peer interaction only marginally favored the inclusive settings. Variations in the engagement and interaction across individual children were identified. The implications of these findings for optimizing learning opportunities for children with ASD in early childhood center-based settings were discussed.
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