Examining friendship development in an integrated early childhood program: A profile of a young boy with autism
Date
1996
Authors
Taylor, Adrian Sean
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Abstract
The educational experience of a young boy with autism in an integrated (reversed mainstreamed) early childhood program in a Midwestern university laboratory school was examined. The study used a raw data set which consisted of sixteen weeks of video recordings of the classroom, participant observer field notes, and in-depth parent and teacher interviews. Issues related to teacher and parent involvement in friendship development between children with disabilities and their typically developing peers were examined. The researcher described how the teacher and parents of the young boy with autism promoted social interaction between the young boy and his peers. Specifically, a relationship between the young boy with autism and a typically developing young girl was described.
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thesis