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Correlates of young children's interactions with classmates with disabilities
Institution:1. Department of Dermatology, Xijing Hospital, Fourth Military Medical University, Xi''an, China;2. Department of Dermatology, University Hospital Würzburg, Würzburg, Germany;3. Department of Dermatology, University of Regensburg, Regensburg, Germany;1. Division of Bone Marrow Transplant and Immune Deficiency, Cincinnati Children''s Hospital Medical Center, Cincinnati, OH, USA;2. Division of Pediatric General and Thoracic Surgery, Cincinnati Children''s Hospital Medical Center Cincinnati, OH, USA;3. Department of Radiology, Cincinnati Children''s Hospital Medical Center, Cincinnati, OH, USA;4. University of Cincinnati, Cincinnati, OH, USA;5. Surgical Critical Care / Pediatric Surgery, Phoenix Children''s Hospital / Mayo Clinic, Phoenix, AZ, USA
Abstract:Although including children with developmental disabilities in preschool classes has become increasingly common, little is known about how experiences in an inclusive classroom affect young children's development. In Study 1, 36 typically developing children (mean age = 55.2 months) attending an inclusive, university-based early childhood program were interviewed about their knowledge of and attitudes toward children with disabilities. Parents answered questions about: (a) expectations for their children's prosocial behaviors and (b) their own beliefs about interacting with children with disabilities. Parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play time. In Study 2, the beliefs and behaviors of 20 children from an inclusive university-based early childhood program and 18 children from an inclusive community-based program were compared. There was no difference between the two programs in the amount of contact typically developing children had with classmates with disabilities.
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