Mapping inclusion of a child with autism in a mainstream kindergarten

how can we move towards more inclusive practices?

Kathrin Olsen*, Abigail Croydon, Maria Olson, Karl Henry Jacobsen, Elizabeth Pellicano

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

This 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.

Original languageEnglish
Pages (from-to)624-638
Number of pages15
JournalInternational Journal of Inclusive Education
Volume23
Issue number6
Early online date27 Feb 2018
DOIs
Publication statusPublished - 3 Jun 2019

Keywords

  • children
  • autism
  • inclusion
  • participation
  • mainstream kindergarten

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