Session Information
04 SES 09 B, (Pre-)school and Family
Paper Session
Contribution
The idea of inclusion education is in term of “learning from diversity” and “equality of education right”, those mean, every child has right to educate in an ordinary school and the children with different abilities can learn each other. According the concept of Vygotsky’s ZPD the children with disability can learn from the ordinary children. This Study asks for questions: What will happen when the children with diverse ability in an inclusion setting? Which role do young children of the ordinary class and their teacher play in an inclusion setting?
Most kindergarten teachers are reluctant to accept physically and mentally challenged children to the ordinary classes, especially children with Kanner Syndrome and ADHD, even though the Taiwan government promotes the inclusion education and guides the concept of “zero rejection”. This study investigated how an inclusion program that took place once a week in an ordinary kindergarten influenced a child with moderate Kanner Syndrome from an early intervention center after 8 months.
Method
Expected Outcomes
References
Kaufmann, J.M.(1993)Why we must celebrate a disversity of restrictive environments. Learning Disabilities Research and Practice, 10(4), 225-232. Kluth, P.(2003)."You're going to love this kid" : teaching students with autism in the inclusive classroom. Baltimore, Md.: P.H. Brookes Pub. Co. Dawson, G. & Osterling, J.(1997). Early intervention in autism. In M.J. Guralnick& F.C. Benner(Eds.)The effectiveness of early intervention for at risk and handicapped children(pp307-326).Orlando, FL.: Academic Press. Simpson, R.L., & Myles, B.S. (1998).Understanding and responding to the needs of children with autism. In R.L. Simpson & B.S. Myles (Eds), Educating children and youth with autism: Strategies for effective practice. TX: PPO-ED.
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