Abstract Despite the growing acceptance of inclusive education policy, effective inclusion of children with autism spectrum disorder (ASD) in mainstream settings has not been ensured. Moreover, the research-to-practice gap in the field of autism spectrum disorder ( Bolte, 2019 ) is a wake-up call for researchers to rethink inclusion. Grounded in cultural-historical theory, this paper examines the inclusive practices of one child with ASD from the child's perspective. Toby (pseudonym) aged 3 years 5 months was observed in the naturalistic setting of a preschool over 8 weeks. A total of 8 h of digital video data were recorded to understand the practices that support or mitigate the process of both primary and secondary development of a child with ASD in a play-based setting. The dynamic relationship between the child's motive and the institutional demands of preschool (Hedegaard, 2019) were analysed in relation to the inclusive practices for Toby's development. The findings show how the child's persistent negotiations, the educators' understanding of the child's motive, and the practice setting created conditions that supported Toby's development and pushed against reported ‘secondary disability’ (Vygotsky, 1993). The findings suggest a different approach to children with ASD which has potential possibilities to support their inclusion in play-based settings.

中文翻译：

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了解与实践相关的儿童并重新思考包容性：对主流学前班自闭症谱系障碍儿童的研究

摘要 尽管包容性教育政策越来越被接受，但尚未确保将自闭症谱系障碍 (ASD) 儿童有效纳入主流环境。此外，自闭症谱系障碍领域的研究与实践差距（Bolte，2019 年）敲响了研究人员重新思考包容性的警钟。本文以文化历史理论为基础，从儿童的角度研究了一名 ASD 儿童的包容性实践。3 岁 5 个月大的托比（化名）在幼儿园的自然环境中观察了超过 8 周。总共记录了 8 小时的数字视频数据，以了解在基于游戏的环境中支持或减轻 ASD 儿童初级和次级发展过程的做法。孩子之间的动态关系 的动机和学前班的制度需求（Hedegaard，2019）与托比发展的包容性实践有关。调查结果显示了孩子的持续谈判、教育者对孩子动机的理解以及实践环境如何创造条件支持托比的发展并反对所报告的“继发性残疾”（Vygotsky，1993）。研究结果表明对 ASD 儿童采取不同的方法，这种方法有可能支持他们融入以游戏为基础的环境。实践环境为托比的发展创造了条件，并推动了反对“继发性残疾”的报道（Vygotsky，1993）。研究结果表明对 ASD 儿童采取不同的方法，这种方法有可能支持他们融入以游戏为基础的环境。实践环境创造了支持托比发展的条件，并推动反对报告的“继发性残疾”（Vygotsky，1993）。研究结果表明对 ASD 儿童采取不同的方法，这种方法有可能支持他们融入以游戏为基础的环境。