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| In
the Classroom: Facilitating Play for Children with Disabilities
Inclusive programs promote interaction between children with disabilities and their typically developing peers. Research suggests that this interaction has positive benefits for all children. Working with typically developing peers can boost the social and cognitive development of children with disabilities, while typically developing children may learn to be more sensitive to children with differences. Research indicates that the design of an inclusive preschool classroom can maximize these potential benefits. The type of classroom, types of toys, existence of learning/activity centers and types of teacher interactions can contribute to the level of engagement of children with disabilities. Classrooms should include the tools and opportunities for children to interact. Children are more likely to interact when they are provided with toys like blocks, balls and puppets - and less likely to interact when reading books or doing puzzles. Time in free choice centers offer students a chance to explore their social options. Often, children with disabilities are drawn to centers where a teacher is present. To ensure that these children engage in a variety of activities, preschool teachers should carefully consider where they spend their time. Teachers may want to spend time at a center that children with disabilities do not visit very often, to make that center more appealing and widen the children's range of activities. Children with motor difficulties are most likely to stay close to their teachers, so teachers may especially encourage these children to explore other options. In addition, research has shown that direct adult facilitation of peer interactions can promote interaction and extend the length of time that children play together. This is particularly true when the classroom includes children with language delays. Some ways that teachers can help these children communicate with their peers include creating a book that depicts children in different types of play, or by introducing a voice output communication device (a box that displays specific word icons that, when pushed, state a recorded message). Teachers can also set up activities that require children to work together to reach a goal. For example, children could work in pairs to fill two colored plastic containers to a specified level, then compare the amount of water in the bottles. Encouraging this type of cooperative play can boost the social skills of both typically developing children and children with disabilities. By carefully considering classroom design and activities, teachers can maximize the learning of both children with disabilities and typically developing children. In addition, facilitating cooperative play and social interaction will help create a caring community of learners. Source:
For
more information: Facts in Action, March/April 2003 |
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