Abstract
Objectives It is to examine the effect of reverse inclusion play in special classes on the improvement of social skills of children with developmental delays. Methods The subjects of the study were two children with developmental delays. Research design is a case study, and intervention is a semi-structured play between children with developmental delays and non-disabled children in special class. In order to verify the effectiveness, the social skills rating scale was checked in pre-test, intervention-test, and post-test, and anecdotal records were collected. Results As a result of data analysis, reverse inclusion play in special class was effective in improving the social skills of children with developmental delays. Conclusions This study is meaningful in that it presented an example of inclusion education through reverse inclusion play. It also provides useful data for planning social skills improvement programs for children with developmental delays in the future.
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