Full Inclusion for Children with Autism in Preschool

Background: Many children with ASD spend inordinate amounts of time alone pursuing repetitive and unimaginative activities during free play time in preschool. Moreover they are lack of social communicative skills. Recently inclusive preschool settings have been increased in Korea for children with ASD and their peers are performed a role in play by fostering opportunities for modeling to them.

Objectives: The purpose of this study is to investigate the perceptions and attitudes of early childhood education teachers in inclusive settings, difficulties and needs of special education teachers, and positive and negative effects of children with autism and typical peers.

Methods: This study employs a qualitative research methodology which included participant observation and the in-depth interview with typical peers, general education teachers, special education teachers and parents.

Results: Carefully selected for this study were five integrated preschool. Using thematic content analysis, the positive and negative perceptions, attitudes, appropriateness and readiness of inclusive settings are categorized into sub-themes.

Conclusions: 4 main themes were selected: general teacher's mind and insight towards full inclusion, peer's playing with ASD, uses of special interests for children with ASD, interdisciplinary team approach