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Topics in Early Childhood Special Education
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The Engagement and Interaction of Children With Autism Spectrum Disorder in Segregated and Inclusive Early Childhood Center-Based Settings

Yuriko Kishida

Macquarie University

Coral Kemp

Macquarie University, Coral.kemp{at}mq.edu.au

The engagement and interaction of 12 children with autism spectrum disorder (ASD) were measured during free play in segregated and inclusive prior-to-school early childhood settings to compare the learning opportunities provided in each type of setting. Ratings of overall engagement and the frequency and quality of interaction were also compared across the two types of setting. Although a satisfactory level of engagement was found for segregated and inclusive settings, the children were, on average, slightly better engaged in the segregated settings. Adult interaction was significantly higher in the segregated settings, but the difference in the amount of peer interaction only marginally favored the inclusive settings. Variations in the engagement and interaction across individual children were identified. The implications of these findings for optimizing learning opportunities for children with ASD in early childhood center-based settings were discussed.

Key Words: engagement • interaction • young children with autism spectrum disorder • segregated • inclusive

This version was published on August 1, 2009

Topics in Early Childhood Special Education, Vol. 29, No. 2, 105-118 (2009)
DOI: 10.1177/0271121408329172
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