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Social inclusion of preschool children with Down syndrome
Author
Tok, Penny Siew Ling
Supervisor
Rose, Dennis
Abstract
The present study comprises two areas of research. Study A investigated the social interaction patterns of six preschool children with Down syndrome who had been included into a regular kindergarten. Observations of the children's interaction patterns were recorded during the third term of the first school year. Study B investigated parents of regular preschool children attitudes to inclusion. Parental attitudes were assessed using a questionnaire administered to the parents when the children were first included and the same questionnaire was re-administered six months later.
The "Early Childhood Social Interaction Code" developed by Kohler and Strain (1997) was used to measure the children's interaction patterns in Study A. The interaction codes measured the children's interactions on the following domains: Play organiser, sharing, assistance, compliment, affection and general. In addition, responses were also coded as yes responses, no responses, general responses, ignoring or negative. Observations were also made to record if the children were initiators or responders to the social communication. Data obtained from the observations taken during the children's meal break was then collapsed across the term and converted into percentages for analysis.
In Study B, parental attitudes were measured using the "Parent Attitudes Toward Inclusion Scale (PATI)" developed by Palmer, Borthwick-Duffy and Widman (1998). The questionnaire was designed to determine positive or negative parental attitudes on towards various aspects of inclusion.
Results of Study A showed all subjects spent approximately 75% or more of their time not engaged in any form of social interaction with their peers. However, analysis of the amount of interaction showed that the subjects initiated interaction almost as much as their peers. The subjects were also found to engage in a variety of social interactions and individual differences were found to exist between the subjects.
Results of Study B showed that overall, parents had more positive attitudes about inclusion on six of the eleven questions after experiencing inclusion for some time. However, parents were still unsure about whether the children would be treated kindly by their peers and if the children would be receiving all the necessary services he/she needs in an inclusive school. Finally, it was found that the parents showed more doubts that the quality of education would improve in an inclusive setting. Parents were also more doubtful if the children with special needs would become friends with their peers and if the children would be mistreated by others.
The "Early Childhood Social Interaction Code" developed by Kohler and Strain (1997) was used to measure the children's interaction patterns in Study A. The interaction codes measured the children's interactions on the following domains: Play organiser, sharing, assistance, compliment, affection and general. In addition, responses were also coded as yes responses, no responses, general responses, ignoring or negative. Observations were also made to record if the children were initiators or responders to the social communication. Data obtained from the observations taken during the children's meal break was then collapsed across the term and converted into percentages for analysis.
In Study B, parental attitudes were measured using the "Parent Attitudes Toward Inclusion Scale (PATI)" developed by Palmer, Borthwick-Duffy and Widman (1998). The questionnaire was designed to determine positive or negative parental attitudes on towards various aspects of inclusion.
Results of Study A showed all subjects spent approximately 75% or more of their time not engaged in any form of social interaction with their peers. However, analysis of the amount of interaction showed that the subjects initiated interaction almost as much as their peers. The subjects were also found to engage in a variety of social interactions and individual differences were found to exist between the subjects.
Results of Study B showed that overall, parents had more positive attitudes about inclusion on six of the eleven questions after experiencing inclusion for some time. However, parents were still unsure about whether the children would be treated kindly by their peers and if the children would be receiving all the necessary services he/she needs in an inclusive school. Finally, it was found that the parents showed more doubts that the quality of education would improve in an inclusive setting. Parents were also more doubtful if the children with special needs would become friends with their peers and if the children would be mistreated by others.
Date Issued
2003
Call Number
LC4661 Tok
Date Submitted
2003