The Characteristics and Meaning of Social Behavior of Children with Special Needs in an Inclusive Nursery School Setting.

在本研究中，对参加综合早期教育和日托计划的有特殊需要的儿童进行了长达一年的观察，以考察儿童与他人互动的方式、他们的社会行为、产生的生活经验和他们的护理需求发生的变化过程。在这一阶段结束时，孩子们的社会行为已经变得友好，他们已经达到了80%的时间积极参与游戏活动的地步。此外，随着时间的推移，儿童的社会行为在不同的情况下发生了更大程度的变化。在“自由游戏时间”期间，他们开始将所学到的如何与玩具互动的知识应用到他们与他人的互动中。通过这样做，他们提高了适应能力，并增加了他们参与社会行为和有效行动的频率。

In the present study, children with special needs who joined an integrated early education and day care program were observed over a year-long period in order to examine the process of change that took place in the ways the children interacted with others, in their social behavior, in the life experiences generated, and in their care needs. At the conclusion of this period, the children's social behavior had become friendly, and they had reached the point where they were actively to participate in play activities about 80 percent of the time. In addition, the children's social behavior changed to an even greater degree from situation to situation that it did with the passage of time. During "free play time" sessions, they came to apply what they had learned about how to interact with toys to their interactions with others. In doing so they improved their ability to adapt and increased the frequency with which they engaged in both social behavior and effective actions.