This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices.

中文翻译：

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通常在包容性课堂环境中培养学龄前儿童对残疾同龄人的行为

本研究旨在调查学龄前儿童在包容性课堂中对残疾同龄人的典型发展行为，重点关注残疾儿童和非残疾儿童在不同课堂环境中互动的同时发生。在室内和室外教室的两个不同日子里，在自由玩耍、小组活动、过渡和进餐/零食期间，对 22 名典型的学龄前儿童的行为进行了观察和编码。通常发育中的儿童会与残疾同龄人互动一小段时间；在户外课堂、儿童或教师指导的活动以及游戏活动中，互动的可能性要大得多。缺乏成人有意为残疾儿童和非残疾儿童之间的社交互动搭建脚手架，即使他们在儿童附近。活动环境有助于儿童的社交行为，教师需要通过包容性和协作性实践获得更多支持和培训。