The role of the teacher in facilitating social integration

Abstract

Results from research on the social integration of special needs children into regular preschool programs has found the role of the teacher to be vital. Teacher intervention at some level and to some degree is necessary if social interaction is to occur. The use of peer tutoring, peer imitation, and teacher modeling have been addressed by some researchers in the field. The aim of these techniques is to have the special needs children and their nonspecial needs peers spend time with and learn from each other. The concern raised in this paper is with the continuing focus on the “special” aspects of the child's development perhaps at the expense of focusing on the total needs of the child, particularly in the area of self‐esteem. In addition, an emphasis on the “special” needs of the child tends to reinforce the need for “special” techniques to be used by the teacher. Good teaching techniques, good for all children, are downplayed. Suggestions are made for teaching techniques that facilitate social interaction and the development of a positive sense of self in the special needs child.

KEY WORDS:

• Social integration
• facilitation
• teacher role