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dc.contributor.authorOlsen, Kathrin
dc.contributor.authorCroydon, Abigail
dc.contributor.authorOlson, Maria
dc.contributor.authorJacobsen, Karl Henry
dc.contributor.authorPellicano, Elisabeth
dc.date.accessioned2019-05-13T09:01:13Z
dc.date.available2019-05-13T09:01:13Z
dc.date.created2018-03-25T13:06:21Z
dc.date.issued2018
dc.identifier.citationInternational Journal of Inclusive Education. 2018, .nb_NO
dc.identifier.issn1360-3116
dc.identifier.urihttp://hdl.handle.net/11250/2597360
dc.description.abstractThis study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to operate. The extent of the child's participation seemed to relate to what he was doing and who he was with; overall, limited social inclusion amongst peers being achieved. Results indicated that predictable frameworks and teacher support increased participation. We discuss how participation for children with autism can be promoted. Our study points toward the need to extend current adaptations and support to children with autism within the educational settings, to enable a more inclusive practice.nb_NO
dc.language.isoengnb_NO
dc.publisherTaylor & Francisnb_NO
dc.titleMapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.pagenumber15nb_NO
dc.source.journalInternational Journal of Inclusive Educationnb_NO
dc.identifier.doi10.1080/13603116.2018.1441914
dc.identifier.cristin1575592
dc.description.localcodeLocked until 27.8.2019 due to copyright restrictions. This is an [Accepted Manuscript] of an article published by Taylor & Francis in [International Journal of Inclusive Education] on [27 Feb 2018], available at https://doi.org/10.1080/13603116.2018.1441914nb_NO
cristin.unitcode194,67,40,0
cristin.unitnameInstitutt for psykologi
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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