Symbolic Play and Social Development of Young Children With Autism Spectrum Disorder in Inclusive Classrooms

• In Event: Roundtable Session 73
  In Roundtable Session: Improving Outcomes for Students With Autism

Abstract

A preliminary literature review indicated a lack of research on symbolic play in early inclusive education settings in Hong Kong. This research is aiming to explore relationship between symbolic play and social development of young children with Autism Spectrum Disorder (ASD) in inclusive kindergartens. Two children with ASD and two children from typical population will take part in this case study. The participant will be matched across age, levels of nonverbal cognitive and verbal abilities. The multi-sourced data – assessment of range of abilities, observation and interview, will be triangulated. The research will contribute to inclusion of children with ASD in Hong Kong kindergartens.

Authors

• Filiz Polat, University of Hong Kong

• Elsa Ling, University of Hong Kong