Document Type

Article

Publication Date

12-2016

Abstract

The purpose of this research was to discover if the amount of social interaction happening in an inclusive preschool setting between students with special needs and typically developing peers could be increased by adding simple interventions into daily classroom routines. Participants included four children, one girl and three boys, being served by an Individualized Education Plan (IEP) in a regular preschool classroom. Identified needs include communication, behavior, social skills, and academics. After initial data collection, social interaction interventions were implemented during routine daily activities. The results concluded that social interaction between students with special needs and typical peers can be increased by implementing social interaction strategies into the daily routine.

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