Project Description:
Over the past 50 years, educational inclusion, in which children with disabilities are educated in the same settings as their neurotypical (NT) peers, has become increasingly common (Snyder, et al., 2016). The rise of inclusion has been primarily driven by human rights and legal arguments, as well as demonstrated benefits of inclusion for children with disabilities. However, proponents of inclusion also argue for potential benefits to NT peers, including increased compassion and empathy and a better understanding of diversity and disability (US DHHS & DOE, 2015). The goal of this project is to investigate the potential effects of an inclusive classroom environment which includes both neurotypical (NT) children and children with disabilities on the NT children, particularly in the domain of social cognition. Specific Aim 1: Are 2-5 year-old neurotypical (NT) children in an inclusive educational program more proficient at adjusting teaching strategies to match the needs of an adult learner with a neurodevelopmental disability as compared to same-aged NT children with limited exposure to peers with disabilities? We hypothesize that NT children in an inclusive educational program will show more evidence of instructional adjustment when teaching to an adult with a neurodevelopmental disability, as compared to NT children with limited exposure to peers with disabilities. Instructional adjustment strategies may include use of several verbal or nonverbal instructional strategies, and/or generation of new strategies when the learner is unsuccessful. Specific Aim 2: Does NT childrens use of instructional adjustments generalize from a learner with a neurodevelopmental disability to a learner with a different kind of instructional need, specifically limited English language proficiency? If the impact of being in an inclusive educational setting is global, than NT children from inclusive programs should show equally sensitive adaptations when teaching a learner with a different kind of special need, although the specific nature of the adaptations may be different. However, if the impact is restricted to familiar situations, then children may show more sophisticated adjustments for adults with disabilities compared to adults with limited English proficiency. This research will foster valuable knowledge about the potential effects of an inclusive classroom environment which includes both neurotypical (NT) children and children with disabilities on the NT children, particularly in the domain of social cognition may be gained during this study.
Target Audience:
Professionals and Para-Professionals, Adults with Disabilities, Children/Adolescents with Disabilities/SHCN
