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Närhet :
Närhet : Samspel och delaktighet i förskolan för barn med utvecklingsstörning
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- Luttropp, Agneta, 1945- (author)
- Stockholms universitet,Specialpedagogiska institutionen
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- Granlund, Mats, Professor (thesis advisor)
- Avdelningen för beteendevetenskap och socialt arbete, Hälsohögskolan, Högskolan i Jönköping
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- Roll-Pettersson, Lise, Docent (thesis advisor)
- Stockholms universitet,Specialpedagogiska institutionen
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- Janson, Ulf, Professor (opponent)
- Institutionen för pedagogik och didaktik, Stockholms universitet
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(creator_code:org_t)
- ISBN 9789197947534
- Stockholm : Specialpedagogiska institutionen, Stockholms universitet, 2011
- Swedish 69 s.
- Related links:
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https://su.diva-port... (primary) (Raw object)
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https://urn.kb.se/re...
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Abstract
Subject headings
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- The main purpose was to study if children with intellectual disability interact or participate differently with preschool staff and peers compared to their non-disabled peers and how preschool teachers experience interaction and participation for children with intellectual disability and children with typical development. The results from study I show that there are more similarities than differences between the groups. There are no differences between the groups neither in engagement nor in what kind of material the children use or in what setting they play. The results indicated that children with intellectual disability interacted in the same contexts as their peers. Significant differences were found, indicating that the children with intellectual disabilities communicate less and especially less with peers. Children with intellectual disability are more often close to a teacher than children with typical development. Teacher’s communication indicates that teachers communicate and initiate more often to children with intellectual disabilities. Results from study II showed that the main difference between the target child and the control child expressed from the teachers was in the area communication. Participation differed in structured and unstructured situations even if it is not significant. The child with intellectual disability was less involved in his/her live situation in unstructured situations. The results from Individual Plans showed that goals and methods about communication were more common as a goal than interaction even if the teachers expressed that interaction is the child’s main problem.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Keyword
- children with intellectual disability
- children with typical development
- preschool
- interaction
- participation
- specialpedagogik
- Special Education
Publication and Content Type
- vet (subject category)
- lic (subject category)
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