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Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?
Faculty of Education and Arts, Nord University, Norway.
UCL Institute of Education, London, United Kingdom.
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde. (Forskargruppen SO-didaktik)ORCID-id: 0000-0003-1776-478X
NTNU, Oslo, Norge.
Vise andre og tillknytning
2019 (engelsk)Inngår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, nr 6Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
2019. Vol. 23, nr 6
Emneord [en]
Children; autism; inclusion; participation; mainstream kindergarten
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-27339DOI: 10.1080/13603116.2018.1441914ISI: 000465119200005OAI: oai:DiVA.org:du-27339DiVA, id: diva2:1187318
Tilgjengelig fra: 2018-03-02 Laget: 2018-03-02 Sist oppdatert: 2019-05-09bibliografisk kontrollert

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