Dissertation/Thesis Abstract

Teachers' strategies used to support the social interactions of children with and without special needs: A collaborative approach
by Chung, Thao X., M.A., Mills College, 2012, 58; 1511203
Abstract (Summary)

The primary purpose of this study was to examine the strategies early childhood educators utilized to support the social interactions of children with and without special needs within a preschool inclusive classroom. The participants included four early childhood educators that worked together in a special-day, inclusive classroom setting. Observations of social interactions and strategies were video-recorded and shared among the participants during a collaborative aspect of the study. Results indicated that there are four major types of strategies used, which included direct intervention, non-direct intervention, knowledge-gaining and decision-making strategies. The teachers also reported rarely having opportunities to engage in discussion with one another and recognized the impact collaboration can have on their practice.

Indexing (document details)
Advisor: Kroll, Linda, Priya, Shimpi
Commitee:
School: Mills College
Department: School of Education
School Location: United States -- California
Source: MAI 50/06M, Masters Abstracts International
Source Type: DISSERTATION
Subjects: Early childhood education, Special education
Keywords: Children with special needs, Collaboration, Inclusion, Social interaction, Teacher strategies
Publication Number: 1511203
ISBN: 978-1-267-36582-8
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