Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development
The aim of this study is to investigate differences and similarities in interaction of preschool children with and without intellectual disability. Observations of preschool children (COP) and questionnaires to which preschool staff responded were used to study differences and similarities in how th...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Stockholm University Press
2010-02-01
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| Series: | Scandinavian Journal of Disability Research |
| Subjects: | |
| Online Access: | https://www.sjdr.se/articles/375 |
| _version_ | 1797726893513900032 |
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| author | Agneta Luttropp Mats Granlund |
| author_facet | Agneta Luttropp Mats Granlund |
| author_sort | Agneta Luttropp |
| collection | DOAJ |
| description | The aim of this study is to investigate differences and similarities in interaction of preschool children with and without intellectual disability. Observations of preschool children (COP) and questionnaires to which preschool staff responded were used to study differences and similarities in how the children interact. Similarities concerned children's engagement and context of play; differences involved how children initiated and adjusted their interaction. The study revealed that teachers decided what the interaction should be for children with intellectual disability more often than for children with typical development and were often physically closer to intellectually disabled children than to the children with typical development. The results also revealed that children with intellectual disability, compared to children with typical development, interacted more frequently during structured activities than during free play. In conclusion, how the interaction evolves depends on the classroom situation, the child, and the child's physical environment. In structured contexts there were fewer differences in interaction between children with and without intellectual disability. |
| first_indexed | 2024-03-12T10:52:00Z |
| format | Article |
| id | doaj.art-ea57a676bb83490bb9b89b024ce098af |
| institution | Directory Open Access Journal |
| issn | 1501-7419 1745-3011 |
| language | English |
| last_indexed | 2024-03-12T10:52:00Z |
| publishDate | 2010-02-01 |
| publisher | Stockholm University Press |
| record_format | Article |
| series | Scandinavian Journal of Disability Research |
| spelling | doaj.art-ea57a676bb83490bb9b89b024ce098af2023-09-02T06:57:18ZengStockholm University PressScandinavian Journal of Disability Research1501-74191745-30112010-02-0112315116410.1080/15017410903175677304Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical developmentAgneta Luttropp0Mats Granlund1Child Program Mälardalen University, Department of Social Sciences, Research Program CHILD, Västerås, Sweden; Department of Special Education, University of Stockholm, Stockholm, Sweden; National Agency for Special Needs Education and Schools, Västerås, SwedenChild Program Mälardalen University, Department of Social Sciences, Research Program CHILD, Västerås, Sweden; Child Program School of Health Sciences, Jönköping University, Jönköping, SwedenThe aim of this study is to investigate differences and similarities in interaction of preschool children with and without intellectual disability. Observations of preschool children (COP) and questionnaires to which preschool staff responded were used to study differences and similarities in how the children interact. Similarities concerned children's engagement and context of play; differences involved how children initiated and adjusted their interaction. The study revealed that teachers decided what the interaction should be for children with intellectual disability more often than for children with typical development and were often physically closer to intellectually disabled children than to the children with typical development. The results also revealed that children with intellectual disability, compared to children with typical development, interacted more frequently during structured activities than during free play. In conclusion, how the interaction evolves depends on the classroom situation, the child, and the child's physical environment. In structured contexts there were fewer differences in interaction between children with and without intellectual disability.https://www.sjdr.se/articles/375preschoolchildren with intellectual disabilitytypical developed childreninteraction |
| spellingShingle | Agneta Luttropp Mats Granlund Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development Scandinavian Journal of Disability Research preschool children with intellectual disability typical developed children interaction |
| title | Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development |
| title_full | Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development |
| title_fullStr | Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development |
| title_full_unstemmed | Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development |
| title_short | Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development |
| title_sort | interaction it depends a comparative study of interaction in preschools between children with intellectual disability and children with typical development |
| topic | preschool children with intellectual disability typical developed children interaction |
| url | https://www.sjdr.se/articles/375 |
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