Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction (original) (raw)
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Social Play of Preschool Children with Special Needs and Typically-Developing Children
2000
Inclusive early childhood settings are believed to promote interaction between children with special needs and typically developing children by allowing the latter group to serve as "peer models." This study examined the social play of children with special needs and their typically developing peers. Participating in the study were 156 typically developing and 26 special needs children attending an inclusive, university-based preschool. Children ranged in age from 22 to 61 months, with an average age of 40 months. Data were collected through classroom observations following the Howes and Matheson Revised Peer Play Scale. Each child was observed during 4 visits that included three 5-minute samples. Children's level of play (solitary, parallel, parallel aware, simple social, complementary and reciprocal, and cooperative/complex social pretend) and their playmate during each 20-second interval were recorded. Findings indicated that compared to typically developing peers, special needs children engaged in higher levels of solitary and parallel play and lower levels of parallel aware, simple social, and complementary and reciprocal play. Play interactions of typically developing children involved a special needs child 46 percent of the time. Play interactions of special needs children involved another child with a disability 20 percent of the time. The relatively high percentage of typically developing children's interactions with children with special needs may be a result of teachers' efforts to promote social play. (KB) Reproductions supplied by EDRS are the best that can be made from the original document.
American Journal of Mental Retardation Ajmr, 1996
The immediate effects of mainstreamed and specialized settings on the peer interactions of preschool children with and without developmental delays were examined. Mainstreamed and specialized playgroups were established involving unacquainted peers and using a methodology that ensured appropriate matching of child and family characteristics. For each 2-week playgroup, the social and play interactions of each child were observed during a designated free-play period. Peer sociometric ratings also were obtained. Results indicated higher levels of peer interactions in mainstreamed settings for both typically developing children and children with developmental delays. The immediate impact of mainstreamed settings appeared to be attributed to the social demands and higher interaction levels of the former group. Children with developmental delays were not fully accepted nor totally socially integrated based on sociometric measures and behavioral indices of peer preferences. Implications of these findings for developing intervention programs to maximize children's peer-related social competence was discussed.
Learning to Play--Common Concerns for the Visually Impaired Preschool Child
Certain play situations are very difficult for young visually impaired children. This booklet focuses on three areas of play: exploring toys and materials, making transitions from one activity to another, and playing with other children. Through anecdotal descriptions of common situations encountered by caregivers, the booklet discusses why these areas of play sometimes pose problems for blind children and shares suggestions for resolving them. (JDD)
Interaction Among Preschoolers With and Without Disabilities
Journal of Speech Language and Hearing Research, 1997
We examined the effects of a peer-mediated intervention package that taught typically developing children to be more aware of communicative attempts of classmates with disabilities, to use a small set of facilitative strategies ("Stay, play, talk"), and to distribute strategy use across the school day. A multiple baseline design across subjects was instituted with two cohorts of preschool children. Following baseline observations, a total of 8 target children with moderate developmental disabilities were eventually paired with trained peers who received "buddy training." Once trained peers were taught facilitative strategies and encouraged to use them during classroom activities, consistent improvements in social interaction on the part of the trained peers and target children were demonstrated. Similar or more frequent interactions were demonstrated when trained peers were reassigned to different target children during generalization probes. In addition, treatme...
Journal of Applied Developmental Psychology, 1981
The emotional tone and social integration of two mainstreamed preschool classes were studied to determine whether or not the findings of an earlier study would be repeated. Although most variables showed no differences between handicapped and nonhandicapoed children's peer-directed and teacher-directed behaviors, results did suggest that, particularly in one class, nonhandicapoed children tended to selectively interact with other nonhandicapped (as opposed to handicapped) children when engaging in more complex (associative) social play. Handicapped children did not show the same tendency to interact more within their own group. At the same time, handicapped children received more help and affection from peers, and were more affectionate towards peers, than nonhandicapped children. Teachers refused handicapped children's requests and corrected their behavior more often; however they also gave them more help and more affection than nonhandicapped children. The results were generally congruent with those of an earlier study but did show more segregation on the part of nonhandicapped children. Particularly since the passage of PL 94-142 (The Education For All Handicapped Children A ct), educational practitioners and researchers have shown considerable interest in the social and emotional consequences for children of preschool mainstreaming. Nonetheless, the body of research on this issue remains fairly meager
Journal of Visual Impairment & Blindness, 2014
Preschool children with visual impairments (that is, those who are blind or have low vision) have difficulty entering into social play, yet educators lack evidence-based strategies for remediating this social deficit. This literary review identifies strategies from typical children, including entry bids, communication skills, and environmental supports. Application and future research implications are suggested related to children with visual impairments.