The Relationship Between the Peer Interaction of Children with Disabilities in Integrated Preschools and Resource and Classroom Teacher Behaviors

Abstract

Programming variables important for social integration of children with disabilities in regular early childhood settings may be identified by studying which teacher behaviors are associated with high rates of these children' peer interaction. The present study examined (a) differences between classroom teacher and resource teacher (early childhood special educator) behaviors during indoor play periods and (b) the relationship of teacher behaviors to the peer interaction of 35 children with disabilities in 19 preschool classes. Classroom and resource teachers differed in the type and groupings of children with whom they focused. A stepwise regression analysis indicated that the peer interaction of children with disabilities was associated with resource teacher focus on groups that included children with disabilities and/or resource teachers' no response, and inversely associated with classroom teachers' focus on children with disabilities individually. Implications for programming strategies to promote social interaction of children with disabilities and for the support role of resource teachers in early childhood settings are discussed.