Supporting Children With Developmental Disabilities in Play-Based Learning: Teacher Perspectives and Approaches

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Strategies for Effective Early Childhood Education and Special Education

Abstract

Kindergarten curricula in several regions have mandated pedagogy centred on learning through play. However, children with developmental disabilities (DD) have been observed to be less engaged and more socially isolated in play than typically developing peers. The current qualitative study explored how eight mainstream kindergarten teachers conceptualized and promoted inclusion in play for children with DD. Three hours of observation and semi-structured teacher interviews were conducted within each classroom. Teachers endorsed the use of indirect (i.e., environmental) and direct (i.e., teacher prompting) strategies to supporting social participation in play. However, teachers who shared strong interventionist views and identified social benefits of inclusive play provided more proactive support to children in play. Implications for fostering inclusive play-based learning environments are discussed.

Authors

• Erica Paige Danniels, University of Toronto

• Angela Pyle, University of Toronto - OISE