Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators

Fyssa, Aristea; Tsakiri, Maria; Mouroutsou, Stella

doi:10.1080/1350293x.2022.2153258

Cited by 2 publications

(1 citation statement)

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“…Scientific study has shown that individuals with ASD tend to treat other people as objects, rather than as interlocutors whom it is possible to communicate with. Another characteristic is the deficit in social imitation and the inability to develop symbolic play during preschool age (Fyssa, 2023). Then, at school age, children show an explosion of symptoms, such as the inability to communicate, which implies the complexity of social development with an impact on the infant's general perceptions of interacting with other people (Bania et al, 2019).…”

Section: ηIgh-functioning Autism In Toddlersmentioning

confidence: 99%

The Contribution of Structured Play as a Psycho-Educational Tool for Students With High-Functioning Asd in Kindergarten: The Teachers' Perspective

Vasileiadis,

Dimitriadou,

Koutras

et al. 2023

EJAE

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The purpose of this study is to investigate the effectiveness of structured play as a learning and educational tool for students with high-functioning ASD. Qualitative research was applied to investigate the above purpose. 12 semi-structured interviews were conducted with primary school kindergarten teachers. The results of the survey showed that the majority of the teachers considered structured play to be necessary for the effective education of students with high-functioning ASD. Also, educators can easily integrate it into their daily educational practice, although the curriculum limits its use. The biggest obstacles that teachers encounter have to do with available educational materials, infrastructure and the need for training. The majority of teachers stated that new technology and digital play are very important in enhancing the skills and progress of students with high-functioning ASD. Finally, teachers differed among themselves regarding the gendered dimension of gaming with the majority stating that they do not choose games that reinforce stereotypes. Article visualizations:<img src="/-counters-/soc/0071/a.php" alt="Hit counter" />

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Section: ηIgh-functioning Autism In Toddlersmentioning

confidence: 99%