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Social skills of children with special needs with and without additional mainstream kindergarten in Singapore
Author
Chong, Jia Yin
Supervisor
Li, J-Y. (Jen-Yi)
Abstract
While most children with special needs are enrolled in segregated special schools in Singapore, a growing percentage of children with special needs are enrolled in additional mainstream kindergarten. The current study investigates differences between preschoolers with intellectual disabilities placed in additional mainstream kindergarten and those who are not. Further analyses compared social skills of children with intellectual disabilities and their typically developing peers. Participants are categorized into 3 groups – children with intellectual disabilities currently enrolled in a special school, children with intellectual disabilities enrolled in special school with additional mainstream kindergarten and typically developing children currently enrolled in kindergarten. Parents were administered a demographic questionnaire and the parent form preschool level Social Skills Rating System (SSRS). It is hypothesized that preschoolers who attend additional mainstream kindergarten will display more appropriate social skills. It is hypothesized that the inclusive educational kindergarten experience is beneficial to children with special needs, to the extent that the environment provides additional opportunities for experiential learning, social interaction and social integration.
Date Issued
2008
Call Number
LC4019.2 Cho
Date Submitted
2008