{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/29646"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/29646","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Relationships between preschoolers' attitudes and play behaviors toward classmates with disabilities","abstract":"This study examined the relationships between 32 typically developing preschoolers’ attitudes and play behaviors toward their classmates with disabilities or developmental delays. Children’s attitudes toward peers with disabilities were assessed using three different methods: child interviews, Sociometric Peer Ratings, and a Social Acceptance Scale. Children’s play behaviors (e.g., solitary, onlooker, parallel play, associative/cooperative play) and teachers’ involvement in children’s play were also observed during free play over a 10-week period. Results show that children’s identification of a classmate with an IEP as having a disability was negatively related to their associaitve/cooperative (AC) play with the classmate. Typically developing children’s sociometric ratings of classmates with disabilities were positively related to their AC play with the classmates with disabilities. In addition, children’s sociometric peer ratings were a stronger indicator of whether a typically developing child would play with a classmate with a disability than was identification of a classmate as having a disability. Suggestions for future research and implications for practices are discussed.","abstract_html":"This study examined the relationships between 32 typically developing preschoolers’ attitudes and play behaviors toward their classmates with disabilities or developmental delays. Children’s attitudes toward peers with disabilities were assessed using three different methods: child interviews, Sociometric Peer Ratings, and a Social Acceptance Scale. Children’s play behaviors (e.g., solitary, onlooker, parallel play, associative/cooperative play) and teachers’ involvement in children’s play were also observed during free play over a 10-week period. Results show that children’s identification of a classmate with an IEP as having a disability was negatively related to their associaitve/cooperative (AC) play with the classmate. Typically developing children’s sociometric ratings of classmates with disabilities were positively related to their AC play with the classmates with disabilities. In addition, children’s sociometric peer ratings were a stronger indicator of whether a typically developing child would play with a classmate with a disability than was identification of a classmate as having a disability. Suggestions for future research and implications for practices are discussed.","abstract_has_math":false,"creators":["Yu, Seon Yeong"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ostrosky, Michaelene M.","Fowler, Susan A.","Santos Gilbertz, Rosa Milagros","Favazza, Paddy C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-02-06T20:08:34Z","date_published":"2012-02-06T20:08:34Z","updated_at":"2026-07-22T22:25:27Z","subjects":["Disability","attitude","play behavior","inclusion"],"languages":["en"],"rights":["Copyright 2011 Seon Yeong Yu"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/29646","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ostrosky, Michaelene M.","Fowler, Susan A.","Santos Gilbertz, Rosa Milagros","Favazza, Paddy C."]},{"key":"dc:creator","label":"Author","values":["Yu, Seon Yeong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-02-06T20:08:34Z","2011-12"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation / Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Disability","attitude","play behavior","inclusion"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2011 Seon Yeong Yu"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/29646"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examined the relationships between 32 typically developing preschoolers’ attitudes and play behaviors toward their classmates with disabilities or developmental delays. 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Suggestions for future research and implications for practices are discussed.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2011-11-26T21:04:16Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Yu_Seon Yeong.doc: 2446336 bytes, checksum: 0815fafce1bce795d32980be91363630 (MD5) Yu_Seon Yeong.pdf: 1351287 bytes, checksum: 5b1dddb7b077e3562622ed7e2273ef3c (MD5)","Made available in DSpace on 2012-02-06T20:08:34Z (GMT). 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