A Study of Differences in Initiation Between Preschoolers With and Without Disabilities and Relation With Teachers’ Behaviors

• In Event: Roundtable Session 45
  In Roundtable Session: Meeting the Needs of Diverse Learners

Abstract

This study investigated differences in initiation between children with and without special needs in preschool inclusive classrooms, as well as the relation between teachers’ behaviors and initiation of preschoolers. This study adopted an observational inquiry and videotaped classroom interactions among teachers and children. Then, target behaviors were coded. There were 25 participants of preschoolers with special needs, their normal peers, and teachers. The normal peer in each classroom was recruited by matching by age and sex with each participant with special needs. The result showed that the frequency of initiation of children with special needs was not significantly lower than children without. Yet, children’s initiation in inclusive classrooms significantly correlated to teachers’ behaviors of responsiveness.

Authors

• Shu Hsien Tseng, Chung Yuan Christian University

• Shu-Fang Chen, National Taitung University, Taiwan