Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings |
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| Authors: | Kyong-Ah Kwon James Elicker and Susan Kontos |
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| Institution: | (1) Early Childhood Education, Georgia State University, 30 Pryor Street, Atlanta, GA 30303, USA;(2) Human Development and Family Studies, Purdue University, West Lafayette, IN, USA |
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| Abstract: | The purpose of this study was to examine: (a) the role of teacher talk in promoting peer interaction, (b) the adequacy of
social IEP objectives to reflect children’s social functioning and guide provision of teacher talk, and (c) differences in
children’s peer interaction and teacher talk in inclusive and segregated settings. Thirty children with disabilities and their
teachers participated. Overall, we observed low rates of teacher talk thought to support peer interaction; however, when teachers
verbally facilitated peer interaction, children were observed interacting more frequently with peers. Children’s social IEPs
accurately reflected their current level of social functioning. However, the social IEPs appeared to fail to influence teacher
intervention. Finally, children with disabilities in inclusive settings interacted with peers more than children in segregated
settings, even though there was no significant difference in amount of teacher talk in the two settings. |
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