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.
|Advisor:||Kroll, Linda, Priya, Shimpi|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 50/06M, Masters Abstracts International|
|Subjects:||Early childhood education, Special education|
|Keywords:||Children with special needs, Collaboration, Inclusion, Social interaction, Teacher strategies|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be