Teachers at Play: Observed Strategies to Promote Social Play between Children with Special Needs and Their Non-handicapped Peers.

Rogow, Sally

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Peer reviewed

ERIC Number: EJ444490

Record Type: CIJE

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0704-7509

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Teachers at Play: Observed Strategies to Promote Social Play between Children with Special Needs and Their Non-handicapped Peers.

Rogow, Sally

B.C. Journal of Special Education, v15 n3 p201-09 1991

This study examined the strategies teachers use to promote social play in a mainstreamed early childhood program that included five children with special needs and five nonhandicapped peers. Results indicated that teachers can successfully facilitate peer play through initiation of play, participation in group play, elaboration of group play, and praise. (Author/JDD)

Descriptors: Classroom Techniques, Interaction, Intervention, Mainstreaming, Peer Relationship, Play, Preschool Education, Social Behavior, Social Integration, Special Needs Students, Teacher Role

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A