Implementing Visual Cues for Young Children with Autism Spectrum Disorders and Their Classmates

Autor/inn/en	Ganz, Jennifer B.; Flores, Margaret M.
Titel	Implementing Visual Cues for Young Children with Autism Spectrum Disorders and Their Classmates
Quelle	In: Young Children, 65 (2010) 3, S.78-83 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Scripts; Cues; Play; Early Childhood Education; Autism; Preschool Children; Communication Skills; Public Policy; Pervasive Developmental Disorders; Inclusive Schools; Early Intervention; Mainstreaming; Interpersonal Competence; Interpersonal Relationship; Visual Stimuli; Teacher Role + Suchen Sie Ihr Suchwort? Skript; Stichwort; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kommunikationsstil; Öffentliche Ordnung; Inclusive school; Integrative Schule; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle
Abstract	Public policy and increased acceptance of people with varying abilities have led to the inclusion of children with disabilities such as autism spectrum disorders (ASD) in regular early childhood programs and primary schools. To help integrate the children into the classroom, early childhood teachers need effective interventions they can easily implement with the children with ASD "and" their typically developing classmates together. The use of visual cues, such as "scripts" and "instruction cards"--cards with pictures and short written phrases used in play sessions by children with ASD and their classmates--is one strategy for classrooms that include children with ASD. In addition to benefits like improved social and communication skills for children with ASD, inclusive play groups may benefit the typically developing children as well. The authors have used visual cues in inclusive play group sessions--a small group with a preschooler with ASD and a typically developing peer with monitoring by the teacher that is faded over time. While their suggestions for implementing these strategies focus on preschoolers and kindergarten-age children, teachers can modify the strategies for use with older children and for children with disabilities other than ASD, such as behavior disorders, developmental delays, and speech delays. In this article, the authors provide suggestions, instructions, and examples that are useful to teachers in inclusive early childhood classrooms and help them give children with ASD opportunities to learn new communicative and social skills. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10