Social Participation of Children with Disabilities in Inclusive Preschool Programs: Program Typology and Ecological Features

Abstract

The purpose of this study was to examine the social participation of young children with disabilities in inclusive preschool programs. One hundred forty-three preschool-aged children with disabilities were observed in classrooms representing four organizational contexts: community-based, Head Start, public school, and blended. Children's and adults' social behavior was positive across settings, and children in blended programs engaged in significantly more positive social behavior with adults. Peer social engagement did not differ across organizational contexts. Activity initiator was an ecological variable that affected children's social engagement in that children engaged in significantly more interaction with peers in child-initiated activities and significantly more interaction with adults in adult-initiated activities.).

Notes

∗Positive social behavior was defined as actions made toward another child identified by physical orientation of a child, the use of a child's name, or a phase within a verbalization that indicates the words are directed toward another child. These actions may be vocal/verbal or gestural/motor. Negative social behavior is defined by the same orienting topography but includes nonverbal behaviors such as hitting, pushing, grabbing away toys from another child, and other aggressive behaviors. Negative social behaviors also include vocal or verbal behaviors such as shouting at another child, talking to another child in a crying or whining voice, saying derogatory words to another child, or telling another child “No” or “Stop”