engleski

The levels of participation of preschoolers with disabilities regarding the types of activities and the types of disabilities

Inclusive preschool education presupposes an active involvement of children with disabilities, i.e. their continuous participation in classroom activities. To find out the major characteristics of participation of children with disabilities regarding the types of activities and the types of disabilities, an interaction of children with disabilities and their surroundings were closely observed. The hypotheses were as follows, H1: There is no relationship between levels of participation of children with disabilities and the types of disabilities, and H2: There is no relationships between levels of participation of children with disabilities and the types of activities. As one way ANOVA showed, participation of children with disabilities depends more on the types of activities, (F(5, 55)=7.929 ; p<0.001) and less on the types of disabilities (F(2, 12)=.137 ; p>0.001). briefly, the levels of participation of children with disabilities depend on the structure of activities and the adults' supporting strategies, whereas the types of disabilities have less importance for the child's participatory actions. These results confirmed that appropriate supporting strategies can facilitate the participation of children with disabilities in everyday classroom activities.

Adults, children with disabilities, classroom activities, interaction, participation, peers

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