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The authors elaborate on ‘true inclusion’ as one that respects each child’s agency, and a community which encourages the development of sense and identity. In their study, Victoria Puig and Tara Evenson interviewed parents whose children with disabilities attended a university-affiliated early childhood setting.
We aggregated the findings to develop 19 categories, which we further synthesized into six overarching statements pertaining to: (i) teachers’ and education workers’ support and attitudes; (ii) implementation of support and accommodations; (iii) need for safe and accommodating physical environment; (iv) preparation for high school transitions; (...
May 17, 2024 · Texas should create more inclusive early learning options for young children with disabilities. Texas can accomplish this through continued training and additional resources for early education providers to plan and create inclusive classrooms.
- Social Narratives
- Scripting
- Pivotal Response Training
- Structured Play Groups
- Peer-Mediated Strategies
- Video Modeling
- Social Skills Training
- Even More Resources
Social narratives, also called story-based interventions or social stories, use individualized stories to describe social situations. Gray developed the Social Story© based on the premise that young children with ASD often have difficulty reading social situations and formulating appropriate responses (Gray and Gerand 1993). This tool often begins ...
Scripting gives learners a written and/or verbal model of a social skill or situation that is then practiced before it is used (Ganz and Flores 2010). This gives the learner guidance on what to say and/or how to act in different social situations before the situation occurs through a visual representation of the verbal interaction (Meadan et al. 20...
While pivotal response training (PRT) has been established as an evidence-based practice for children diagnosed with ASD, PRT is an approach for providing instruction on interpersonal as well as communication and play skills that relies on the child to initiate and self-manage behavior (Cadogan and McCrimmon 2015). PRT is described as a naturalisti...
While there is a small evidence-base for structured play groups (a total of four studies based on the review of evidence-based practices by Wong et al. (2015), there is evidence of the effectiveness of using structured play groups with children ages 6–14 years old. Wong et al. 2015 describe structured play groups as “small group activities characte...
Bell and Carter (2013) defined peer-mediated strategies as the involvement of one or more peers providing support to other students in their learning environment. In inclusive settings, this process often involves teaching typical peers to support evidence-based strategies that may be utilized to increase academic, social, or communication skills i...
Video modeling is a widely studied strategy, with years of research supporting its use to address a variety of skills. It is currently evidence-based for use with children and youth ages 0–14 years old across a variety of domains including social skills, communication, joint attention, play, and adaptive behavior amongst other areas (Wong et al. 20...
SST, typically a published curriculum (e.g., Dinosaur Curriculum (Webster-Stratton 2000), Superflex (Madrigal and Garcia Winner 2008)), comprises a group of practices taught in small and large group settings with individuals as young as 2 years old (Fettig 2013). These practices include addressing conversation skills, friendship skills, emotion rec...
Many of the professional organizations supporting the field of early childhood and special education offer globally focused approaches to support social skill development in young children facing a wide variety of settings and opportunities for skill enhancement. For example, the National Association for the Education of Young Children webpage high...
- Meaghan M. McCollow, Holly H. Hoffman
- 2019
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How do we support social skill development in young children with developmental disabilities?
Should young children with disabilities have access to a high-quality Early Childhood Program?
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Jun 8, 2023 · Students with disability have poorer post-school and independent living outcomes as compared to those without disability. For instance, only 53% of working-age individuals with disability are employed compared to 84% of those without disability (ABS 2019 ).
Oct 28, 2021 · In 2015 and 2017, the US Departments of Education (US DOE) and Health and Human Services (US DHHS) published a joint policy statement, stressing that “all young children with disabilities should have access to inclusive high-quality early childhood programs” ( 5 ).
May 12, 2021 · First, to evaluate disabled children’s quality of life (QoL) as reported by themselves and their parents, and second, to locate commonalities, differences, and conflicting issues in the processes that may influence disabled children’s life quality and participation.
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High impact, international journal published on behalf of the Foundation Acta Paediatrica. Submit your research on developmental medicine, psychosomatic pediatrics & more
