ERIC Number: ED327328
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Teachers at Play: Strategies to Promote Social Play between Children with Special Needs and Their Non-Handicapped Peers.
Rogow, Sally M.
This study examined the strategies teachers use to promote social play among special needs students and their nonhandicapped classmates. Children with special needs confront teachers in mainstreamed early childhood programs with the responsibility of promoting social interaction and peer acceptance among children with different levels of maturity, social skill, and experience. Subjects in this study were enrolled in a mainstreamed, early childhood program which included five children with special needs and five nonhandicapped peers of the same age. Two of the handicapped children had Downs' syndrome, and three had developmental disabilities associated with neurological impairments. All subjects with special needs had communication problems; two were nonverbal and three had severe language delays. Two were on medication for epilepsy. There were three teachers in the program. Data were gathered by means of 6 months of weekly 45-minute observations from a viewing room during morning free play periods. Six videotapes were made to permit cross-checking of observations. Results indicated that teachers can successfully facilitate peer play with strategies such as initiation of play, participation, and elaboration. It is concluded that teacher strategies mediate prosocial behavior and encourage and invite participation. (RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: British Columbia; Normal Children