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Mapping inclusion of a child with autism in a mainstream kindergarten: how can we movetowards more inclusive practices?
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde.ORCID iD: 0000-0003-1776-478X
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2018 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study identify and reflect on barriers to inclusion that childrenwith autism can meet in kindergarten. We use a single case studywith participant- and video observation to map inclusion for asingle 5-year-old boy with autism, in a mainstream kindergarten inNorway. Analysis identified three modes of inclusion; distancekeeping,maintaining proximity and interacting. The mappingprocedure demonstrated that barriers to inclusion continue tooperate. The extent of the child’s participation seemed to relateto what he was doing and who he was with; overall, limitedsocial inclusion amongst peers being achieved. Results indicatedthat predictable frameworks and teacher support increasedparticipation. We discuss how participation for children withautism can be promoted. Our study points toward the need toextend current adaptations and support to children with autismwithin the educational settings, to enable a more inclusive practice.

Place, publisher, year, edition, pages
2018.
Keyword [en]
Children, autism, inclusion, participation, mainstream kindergarten
National Category
Pedagogy
Research subject
Subject Learning and Teaching
Identifiers
URN: urn:nbn:se:su:diva-153536DOI: 10.1080/13603116.2018.1441914OAI: oai:DiVA.org:su-153536DiVA, id: diva2:1187317
Available from: 2018-03-02 Created: 2018-03-02 Last updated: 2018-03-06

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