Inclusive education, characterized by its emphasis on human rights and educational equity, has become a trend in many countries. Great efforts have been made to ensure the educational rights of children with special educational needs and to promote the implementation of inclusive education. Supports, which are tailored to meet the needs of every individual child, are indispensible elements in inclusive practice. A well-constructed system of supports can help students to reach their potential and to succeed in regular schools.
Focused on supporting systems for preschool inclusion of children with ASD, the research is aimed at exploring the supporting systems for preschool inclusion of children with ASD in China, and therefore to contribute to the improvement of the quality of preschool inclusive education. The researcher adopted a qualitative paradigm, and collected data through interview, observation, and examination of physical items. Grounded theory approach was applied to analyze the qualitative data, and to develop theories that can further interpret the reality and offer new insights into the practice of supporting systems construction.
Based on the data collected, the researcher summarized the current situation of children with ASD in regular classrooms, and outlined the structure of the current supporting systems. The socio-ecosystem of the children with ASD in the inclusive context consisted of the inclusive classroom, the kindergarten, the family, institutions, the resource center, hospitals, government and the society; persons involved in the systems provided direct or indirect supports for the children. The supports providers included preschool teachers, childcare workers, parents, peers, directors of the kindergartens, resource center teachers, other professionals, doctors and so on. The roles played by different support providers were presented.
The interaction between different support providers forms a network within the support systems. The collaboration between support providers varies in term of ways of communication, frequencies of collaboration, content/ways of collaboration, and effectiveness of the collaboration. The collaboration between main support providers was further elaborated.
Having illustrated the current supporting systems for including children with ASD, barriers and facilitators which were found in the current supporting systems were discussed. The barriers included: (1) loose internal structure of the supporting systems, (2) insufficient collaboration between different supports providers, (3) lack of services integrated within routines in kindergartens, (4) insufficient preparation for inclusion from the kindergartens, and the (5) lack of mechanisms to underpin the implementation of inclusion. The facilitators comprised: (1) straightforward and open attitudes during collaboration, (2) personal relationship between support providers, (3) successful experience of including children with ASD, and (4) well-organized internal structure of family systems.
In the final part, recommendations have been proposed, including: (1) establishment of referral systems, (2) regularization of the functioning of resource centers, (3) pre-service and in-service teachers training, (4) intervention for parents of children with ASD, (5) further development of regulations and policies, and (6) promotion of inclusive education in the public. These strategies were aimed at optimizing the construction of supporting systems so as to improve the inclusive practice for children with ASD.
Annotation in English
Inclusive education, characterized by its emphasis on human rights and educational equity, has become a trend in many countries. Great efforts have been made to ensure the educational rights of children with special educational needs and to promote the implementation of inclusive education. Supports, which are tailored to meet the needs of every individual child, are indispensible elements in inclusive practice. A well-constructed system of supports can help students to reach their potential and to succeed in regular schools.
Focused on supporting systems for preschool inclusion of children with ASD, the research is aimed at exploring the supporting systems for preschool inclusion of children with ASD in China, and therefore to contribute to the improvement of the quality of preschool inclusive education. The researcher adopted a qualitative paradigm, and collected data through interview, observation, and examination of physical items. Grounded theory approach was applied to analyze the qualitative data, and to develop theories that can further interpret the reality and offer new insights into the practice of supporting systems construction.
Based on the data collected, the researcher summarized the current situation of children with ASD in regular classrooms, and outlined the structure of the current supporting systems. The socio-ecosystem of the children with ASD in the inclusive context consisted of the inclusive classroom, the kindergarten, the family, institutions, the resource center, hospitals, government and the society; persons involved in the systems provided direct or indirect supports for the children. The supports providers included preschool teachers, childcare workers, parents, peers, directors of the kindergartens, resource center teachers, other professionals, doctors and so on. The roles played by different support providers were presented.
The interaction between different support providers forms a network within the support systems. The collaboration between support providers varies in term of ways of communication, frequencies of collaboration, content/ways of collaboration, and effectiveness of the collaboration. The collaboration between main support providers was further elaborated.
Having illustrated the current supporting systems for including children with ASD, barriers and facilitators which were found in the current supporting systems were discussed. The barriers included: (1) loose internal structure of the supporting systems, (2) insufficient collaboration between different supports providers, (3) lack of services integrated within routines in kindergartens, (4) insufficient preparation for inclusion from the kindergartens, and the (5) lack of mechanisms to underpin the implementation of inclusion. The facilitators comprised: (1) straightforward and open attitudes during collaboration, (2) personal relationship between support providers, (3) successful experience of including children with ASD, and (4) well-organized internal structure of family systems.
In the final part, recommendations have been proposed, including: (1) establishment of referral systems, (2) regularization of the functioning of resource centers, (3) pre-service and in-service teachers training, (4) intervention for parents of children with ASD, (5) further development of regulations and policies, and (6) promotion of inclusive education in the public. These strategies were aimed at optimizing the construction of supporting systems so as to improve the inclusive practice for children with ASD.
Inclusive education, characterized by its emphasis on human rights and educational equity, has become a trend in many countries. Great efforts have been made to ensure the educational rights of children with special educational needs and to promote the implementation of inclusive education. Supports, which are tailored to meet the needs of every individual child, are indispensible elements in inclusive practice. A well-constructed system of supports can help students to reach their potential and to succeed in regular schools.
Focused on supporting systems for preschool inclusion of children with ASD, the research is aimed at exploring the supporting systems for preschool inclusion of children with ASD in China, and therefore to contribute to the improvement of the quality of preschool inclusive education. The researcher adopted a qualitative paradigm, and collected data through interview, observation, and examination of physical items. Grounded theory approach was applied to analyze the qualitative data, and to develop theories that can further interpret the reality and offer new insights into the practice of supporting systems construction.
Based on the data collected, the researcher summarized the current situation of children with ASD in regular classrooms, and outlined the structure of the current supporting systems. The socio-ecosystem of the children with ASD in the inclusive context consisted of the inclusive classroom, the kindergarten, the family, institutions, the resource center, hospitals, government and the society; persons involved in the systems provided direct or indirect supports for the children. The supports providers included preschool teachers, childcare workers, parents, peers, directors of the kindergartens, resource center teachers, other professionals, doctors and so on. The roles played by different support providers were presented.
The interaction between different support providers forms a network within the support systems. The collaboration between support providers varies in term of ways of communication, frequencies of collaboration, content/ways of collaboration, and effectiveness of the collaboration. The collaboration between main support providers was further elaborated.
Having illustrated the current supporting systems for including children with ASD, barriers and facilitators which were found in the current supporting systems were discussed. The barriers included: (1) loose internal structure of the supporting systems, (2) insufficient collaboration between different supports providers, (3) lack of services integrated within routines in kindergartens, (4) insufficient preparation for inclusion from the kindergartens, and the (5) lack of mechanisms to underpin the implementation of inclusion. The facilitators comprised: (1) straightforward and open attitudes during collaboration, (2) personal relationship between support providers, (3) successful experience of including children with ASD, and (4) well-organized internal structure of family systems.
In the final part, recommendations have been proposed, including: (1) establishment of referral systems, (2) regularization of the functioning of resource centers, (3) pre-service and in-service teachers training, (4) intervention for parents of children with ASD, (5) further development of regulations and policies, and (6) promotion of inclusive education in the public. These strategies were aimed at optimizing the construction of supporting systems so as to improve the inclusive practice for children with ASD.
Annotation in English
Inclusive education, characterized by its emphasis on human rights and educational equity, has become a trend in many countries. Great efforts have been made to ensure the educational rights of children with special educational needs and to promote the implementation of inclusive education. Supports, which are tailored to meet the needs of every individual child, are indispensible elements in inclusive practice. A well-constructed system of supports can help students to reach their potential and to succeed in regular schools.
Focused on supporting systems for preschool inclusion of children with ASD, the research is aimed at exploring the supporting systems for preschool inclusion of children with ASD in China, and therefore to contribute to the improvement of the quality of preschool inclusive education. The researcher adopted a qualitative paradigm, and collected data through interview, observation, and examination of physical items. Grounded theory approach was applied to analyze the qualitative data, and to develop theories that can further interpret the reality and offer new insights into the practice of supporting systems construction.
Based on the data collected, the researcher summarized the current situation of children with ASD in regular classrooms, and outlined the structure of the current supporting systems. The socio-ecosystem of the children with ASD in the inclusive context consisted of the inclusive classroom, the kindergarten, the family, institutions, the resource center, hospitals, government and the society; persons involved in the systems provided direct or indirect supports for the children. The supports providers included preschool teachers, childcare workers, parents, peers, directors of the kindergartens, resource center teachers, other professionals, doctors and so on. The roles played by different support providers were presented.
The interaction between different support providers forms a network within the support systems. The collaboration between support providers varies in term of ways of communication, frequencies of collaboration, content/ways of collaboration, and effectiveness of the collaboration. The collaboration between main support providers was further elaborated.
Having illustrated the current supporting systems for including children with ASD, barriers and facilitators which were found in the current supporting systems were discussed. The barriers included: (1) loose internal structure of the supporting systems, (2) insufficient collaboration between different supports providers, (3) lack of services integrated within routines in kindergartens, (4) insufficient preparation for inclusion from the kindergartens, and the (5) lack of mechanisms to underpin the implementation of inclusion. The facilitators comprised: (1) straightforward and open attitudes during collaboration, (2) personal relationship between support providers, (3) successful experience of including children with ASD, and (4) well-organized internal structure of family systems.
In the final part, recommendations have been proposed, including: (1) establishment of referral systems, (2) regularization of the functioning of resource centers, (3) pre-service and in-service teachers training, (4) intervention for parents of children with ASD, (5) further development of regulations and policies, and (6) promotion of inclusive education in the public. These strategies were aimed at optimizing the construction of supporting systems so as to improve the inclusive practice for children with ASD.
1. Research background
Inclusive education, characterized by its emphasis on human rights and educational equity, has become a trend in many countries. Supports, which are tailored to meet the needs of every individual child, are indispensible elements in inclusive practice. A well-constructed system of supports can help students to reach their potential and to succeed in regular schools.
2. Aims of the research
Focused on supporting systems for preschool inclusion of children with ASD, the research is aimed at exploring the supporting systems for preschool inclusion of children with ASD in China, and to contribute to the improvement of the quality of preschool inclusive education.
The following questions will be answered in the research:
(1) What supports do the children with ASD in inclusive classrooms need?
(2) What are the structures of the supporting systems constructed for children with ASD in real-life preschool inclusive settings like?
(3) What are the functions of each elements of the supporting system for children with ASD in real-life preschool inclusive settings?
(4) How are the systems supporting the children with ASD?
(5) What are the barriers to implementing a well-structured supporting system?
(6) What should a theoretically based and practical model of supporting system be like for including children with ASD in preschool classrooms?
3. Methodology
The research adopted qualitative paradigm to explore the construction of supporting systems for including children with ASD in preschool classrooms.
The researcher first will choose five children aged between 3 to 7 years old who are diagnosed with ASD and are also included in preschool classrooms. Then the supporting systems constructed for the children will be identified as individual cases. In order to examine the construction of the supporting systems for those children, the researcher will apply four methods to collect data: interview, observation, and examination of physical items.
Qualitative interview: Qualitative interviews will be used in the research to collect data about: the supports needed by the children, the function of components of the supporting systems, how the personnel involved are supporting the children, and the problems they are facing, how the supporting systems should be improved. The interviewees include teachers and other relevant staff in the kindergartens, administers of the kindergartens, parents of children with ASD, other professionals who provide supports for the children, teachers from resource rooms or resource centers, and experts in preschool special education.
Observation: Observation can provide the opportunity to investigate what is happening in natural settings. The researcher adopts the role of a participant observer, and will focus on the life of the children with ASD in kindergartens, the supports needed, and how the children are supported to participate in activities in the kindergartens.
Examination of physical items: The physical environment of the inclusive classrooms will be examined; documents, pictures, videos, and all items related to the research topic will be collected, for example, documents about the children's information, assessment, portfolio, family-kindergarten contact logbook, the conference records, teachers' teaching plan and so on; policies and regulations related to the inclusion of children with ASD will also be examined.
Purposeful sampling and theoretical sampling will be used in the data collection phase, and grounded theory approach will be used to analyze the data. Through the grounded theory approach, the researcher attempts to develop theories from data collected through interview, observation, questionnaire and so on.
Methods for verification: Triangulation, member checking and audit trail will be used to keep the trustworthiness of the research.
Research Plan
1. Research background
Inclusive education, characterized by its emphasis on human rights and educational equity, has become a trend in many countries. Supports, which are tailored to meet the needs of every individual child, are indispensible elements in inclusive practice. A well-constructed system of supports can help students to reach their potential and to succeed in regular schools.
2. Aims of the research
Focused on supporting systems for preschool inclusion of children with ASD, the research is aimed at exploring the supporting systems for preschool inclusion of children with ASD in China, and to contribute to the improvement of the quality of preschool inclusive education.
The following questions will be answered in the research:
(1) What supports do the children with ASD in inclusive classrooms need?
(2) What are the structures of the supporting systems constructed for children with ASD in real-life preschool inclusive settings like?
(3) What are the functions of each elements of the supporting system for children with ASD in real-life preschool inclusive settings?
(4) How are the systems supporting the children with ASD?
(5) What are the barriers to implementing a well-structured supporting system?
(6) What should a theoretically based and practical model of supporting system be like for including children with ASD in preschool classrooms?
3. Methodology
The research adopted qualitative paradigm to explore the construction of supporting systems for including children with ASD in preschool classrooms.
The researcher first will choose five children aged between 3 to 7 years old who are diagnosed with ASD and are also included in preschool classrooms. Then the supporting systems constructed for the children will be identified as individual cases. In order to examine the construction of the supporting systems for those children, the researcher will apply four methods to collect data: interview, observation, and examination of physical items.
Qualitative interview: Qualitative interviews will be used in the research to collect data about: the supports needed by the children, the function of components of the supporting systems, how the personnel involved are supporting the children, and the problems they are facing, how the supporting systems should be improved. The interviewees include teachers and other relevant staff in the kindergartens, administers of the kindergartens, parents of children with ASD, other professionals who provide supports for the children, teachers from resource rooms or resource centers, and experts in preschool special education.
Observation: Observation can provide the opportunity to investigate what is happening in natural settings. The researcher adopts the role of a participant observer, and will focus on the life of the children with ASD in kindergartens, the supports needed, and how the children are supported to participate in activities in the kindergartens.
Examination of physical items: The physical environment of the inclusive classrooms will be examined; documents, pictures, videos, and all items related to the research topic will be collected, for example, documents about the children's information, assessment, portfolio, family-kindergarten contact logbook, the conference records, teachers' teaching plan and so on; policies and regulations related to the inclusion of children with ASD will also be examined.
Purposeful sampling and theoretical sampling will be used in the data collection phase, and grounded theory approach will be used to analyze the data. Through the grounded theory approach, the researcher attempts to develop theories from data collected through interview, observation, questionnaire and so on.
Methods for verification: Triangulation, member checking and audit trail will be used to keep the trustworthiness of the research.
Recommended resources
1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2. Bailey, D. B., McWilllam, R. A., Buysse, V., & Wesley, P. W. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Education Quarterly, 13(1), 27-47.
3. Barnard, J. Prior, A., & Potter, D. (2000). Inclusion and autism: Is it working? London: The National Autistic Society.
4. Bennett, T., Deluca, D., & Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64(1), 115-131.
5. Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools. Bristol, UK: Centre for Studies on Inclusive Education (CSIE).
6. Boutot, E. A., & Bryant, D. P. (2005). Social integration of students with autism in inclusive settings. Education and Training in Developmental Disabilities, 40(1), 14-23.
7. Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. Sage publications.
8. Eldar, E., Talmor, R., & WolfZukerman, T. (2010). Successes and difficulties in the individual inclusion of children with autism spectrum disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14(1), 97-114.
9. Gao, X. G., Cao, Z. Q., & Cai, M. S. (2004). Construction and operation of support system for children with special needs in general schools. Chinese Journal of Special Education, 46(4), 1-4.
10. Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26-38.
11. Gena, A. (2006). The effects of prompting and social reinforcement on establishing social interactions with peers during the inclusion of four children with autism in preschool. International Journal of Psychology, 41(6), 541-554.
12. Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25(2), 289-305.
13. Grey, I. M., Bruton, C., Honan, R., McGuinness, R., & Daly, M. (2007). Cooperative Learning for Children with an Autistic Spectrum Disorder (ASD) in Mainstream and Special Class Settings: An exploratory study. Educational Psychology in Practice, 23(4), 317-327.
Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996). Immediate effects of 14. mainstreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation, 100(4), 359-377.
15. Gutierrez Jr, A., Hale, M. N., Gossens-Archuleta, K., & Sobrino-Sanchez, V. (2007). Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting. International journal of special education, 22(3), 26-30.
16.Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25(5), 762-784.
17. Hou, X. (2009). An action research on constructing support system for autistic children in preschool-inclusive education (Master dissertation). Retrieved from China National Knowledge Infrastructure.
18. Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165.
19. Jin, J. K. (2013). The research of support condition for autistic children in preschool-inclusive education. Liaoning Normal University, Dalian.
Recommended resources
1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2. Bailey, D. B., McWilllam, R. A., Buysse, V., & Wesley, P. W. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Education Quarterly, 13(1), 27-47.
3. Barnard, J. Prior, A., & Potter, D. (2000). Inclusion and autism: Is it working? London: The National Autistic Society.
4. Bennett, T., Deluca, D., & Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64(1), 115-131.
5. Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools. Bristol, UK: Centre for Studies on Inclusive Education (CSIE).
6. Boutot, E. A., & Bryant, D. P. (2005). Social integration of students with autism in inclusive settings. Education and Training in Developmental Disabilities, 40(1), 14-23.
7. Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. Sage publications.
8. Eldar, E., Talmor, R., & WolfZukerman, T. (2010). Successes and difficulties in the individual inclusion of children with autism spectrum disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14(1), 97-114.
9. Gao, X. G., Cao, Z. Q., & Cai, M. S. (2004). Construction and operation of support system for children with special needs in general schools. Chinese Journal of Special Education, 46(4), 1-4.
10. Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26-38.
11. Gena, A. (2006). The effects of prompting and social reinforcement on establishing social interactions with peers during the inclusion of four children with autism in preschool. International Journal of Psychology, 41(6), 541-554.
12. Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25(2), 289-305.
13. Grey, I. M., Bruton, C., Honan, R., McGuinness, R., & Daly, M. (2007). Cooperative Learning for Children with an Autistic Spectrum Disorder (ASD) in Mainstream and Special Class Settings: An exploratory study. Educational Psychology in Practice, 23(4), 317-327.
Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996). Immediate effects of 14. mainstreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation, 100(4), 359-377.
15. Gutierrez Jr, A., Hale, M. N., Gossens-Archuleta, K., & Sobrino-Sanchez, V. (2007). Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting. International journal of special education, 22(3), 26-30.
16.Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25(5), 762-784.
17. Hou, X. (2009). An action research on constructing support system for autistic children in preschool-inclusive education (Master dissertation). Retrieved from China National Knowledge Infrastructure.
18. Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165.
19. Jin, J. K. (2013). The research of support condition for autistic children in preschool-inclusive education. Liaoning Normal University, Dalian.
Enclosed appendices
Appendix A Demographic information about children with ASD
Appendix B Interview guides
Appendix C Questionnaire (Investigation of Supporting Systems for Preschool Inclusive Education)