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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ444490
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0704-7509
Teachers at Play: Observed Strategies to Promote Social Play between Children with Special Needs and Their Non-handicapped Peers.
Rogow, Sally
B.C. Journal of Special Education, v15 n3 p201-09 1991
This study examined the strategies teachers use to promote social play in a mainstreamed early childhood program that included five children with special needs and five nonhandicapped peers. Results indicated that teachers can successfully facilitate peer play through initiation of play, participation in group play, elaboration of group play, and praise. (Author/JDD)
Descriptors: Classroom Techniques, Interaction, Intervention, Mainstreaming, Peer Relationship, Play, Preschool Education, Social Behavior, Social Integration, Special Needs Students, Teacher Role
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A