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Inclusion in play: a case study of a child with autism in an inclusive nursery

Inclusion in play: a case study of a child with autism in an inclusive nursery
Inclusion in play: a case study of a child with autism in an inclusive nursery
This paper discusses the play interaction of a young child with autism and the strategies adopted by her teachers to facilitate her inclusion in and through play. The data are from an ethnographic case study in an inclusive nursery in the South of England spanning six months. The aim was to understand and describe the play of a child with autism in a naturalistic context. Methods included field and video observations and semi-structured interviews conducted with the parents and teachers. Analysis of the data highlighted the teachers’ strategies underpinned by a strong play ethos, a collaborative approach and a supportive curriculum framework. We argue that the case provides helpful data on what teachers can do to enable children with autism to be successfully included through play.
autism, play, inclusive education, interaction
99-106
Theodorou, Fani
903dbe31-207a-49b7-9a9d-f447733ec714
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Theodorou, Fani
903dbe31-207a-49b7-9a9d-f447733ec714
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef

Theodorou, Fani and Nind, Melanie (2010) Inclusion in play: a case study of a child with autism in an inclusive nursery. Journal of Research in Special Educational Needs, 10 (2), 99-106. (doi:10.1111/j.1471-3802.2010.01152.x).

Record type: Article

Abstract

This paper discusses the play interaction of a young child with autism and the strategies adopted by her teachers to facilitate her inclusion in and through play. The data are from an ethnographic case study in an inclusive nursery in the South of England spanning six months. The aim was to understand and describe the play of a child with autism in a naturalistic context. Methods included field and video observations and semi-structured interviews conducted with the parents and teachers. Analysis of the data highlighted the teachers’ strategies underpinned by a strong play ethos, a collaborative approach and a supportive curriculum framework. We argue that the case provides helpful data on what teachers can do to enable children with autism to be successfully included through play.

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Published date: June 2010
Keywords: autism, play, inclusive education, interaction

Identifiers

Local EPrints ID: 153075
URI: https://eprints.soton.ac.uk/id/eprint/153075
PURE UUID: 21a62bc9-8196-43ae-aa9a-0687038cc293
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 18 May 2010 11:41
Last modified: 20 Jul 2019 00:57

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