Relationships between preschoolers' attitudes and play behaviors toward classmates with disabilities

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2012

Author dc:creator

• Yu, Seon Yeong

Contributors dc:contributor

• Ostrosky, Michaelene M.
• Fowler, Susan A.
• Santos Gilbertz, Rosa Milagros
• Favazza, Paddy C.

• Disability
• attitude
• play behavior
• inclusion

Statement dc:rights

• Copyright 2011 Seon Yeong Yu

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/29646

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/29646