Engagement of Children With Developmental Disabilities in Early Intervention Centers in Singapore: Considering Classroom Environment

• In Event: International and Global Proceeds in Special Education

Abstract

The primary aim of the present study was to describe the engagement of children with developmental disabilities in the classrooms of Early Intervention Program for Infants and Children (EIPIC) centers in Singapore, and its relationship with classroom environment. Data were collected for children with developmental disabilities in 271 classrooms from 13 EIPIC centers. Results show that children with developmental disabilities actively engaged in the classrooms of EIPIC centers among 64% of the observation time. In terms of classroom environment, emotional support and classroom organization were rated as moderate quality while instructional support was rated as low quality. Both classroom organization and instructional support were positively correlated with the active engagement level, and negatively correlated with the active non-engagement level.

Authors

• Mo Chen, Nanyang Technological University - National Institute of Education

• Kenneth Poon, Nanyang Technological University - National Institute of Education

• Huichao Xie, National Institute of Education - Nanyang Technological University