Examining the Practices of Preschool Teachers for the Engagement of Children with Autism

Yazıcı D. N., Taşdemir C.

INTERNATIONAL JOURNAL OF DISABILITY,DEVELOPMENT AND EDUCATION, cilt.10, sa.x, ss.1-14, 2024 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 10 Sayı: x
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/1034912x.2024.2361257
  • Dergi Adı: INTERNATIONAL JOURNAL OF DISABILITY,DEVELOPMENT AND EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.1-14
  • Hacettepe Üniversitesi Adresli: Evet

Özet

It is recommended that children with autism participate in meaningful activities for 25 hours a week. In this study, it is aimed to examine the practices of preschool teachers to ensure the participation of children with autism in their classrooms and their views on these practices. The study group of the research, in which basic qualitative research was used, which is one of the qualitative research methods, consisted of eight preschool teachers. The data obtained as a result of the interviews were analysed with content analysis. As a result of the research, it was seen that the practices of teachers to increase the participation of children with autism were divided into two categories as classroom practices and support. It has been determined that most of the teachers think that the applications they use are beneficial for the child with autism. The findings are discussed in light of the relevant literature.