Supporting Peer Play at Inclusive Preschools: Three Studies with a Single Case Research Design

Abstract

Children with disabilities are not always as involved in peer play in inclusive preschools as their peers without disabilities. Children with disabilities can find themselves alone and have fewer friends than their peers. This is not optimal since involvement in play, helps children with disabilities gain a sense of belonging among peers and provides opportunities for learning and development. To maximise the benefits to children with disabilities of being at inclusive preschools, efforts should be made to increase their involvement in play. In this article, three studies with a single case research design conducted in Sweden are presented. In the studies, the aim is to investigate whether the involvement of children with disabilities in play at inclusive preschools changes (i.e., increases) when two types of support (i.e., extra adult support and child preferences) are combined and incorporated into play. Nine children with disabilities, from the same number of preschools, were enrolled. The results are positive. For all children, a positive change in terms of involvement takes place when extra adult support and child preferences are incorporated into play. The researcher concludes by discussing the results and limitations of the three studies, as well as by providing suggestions for further studies.