Interaction and Engagement Strategies for Children with Disabilities in Early Childhood: An Observational Study
Abstract:
Proficient interaction and active participation are essential competencies for the advancement of communicative, cognitive, and academic capacities in youngsters, particularly for those with disabilities. Nevertheless, children with disabilities frequently have limited abilities to interact and participate, which thus restricts their involvement in different social and educational settings. The present study aims to examine the effects of incorporating interaction strategies on enhancing engagement between educators and children with disabilities throughout the early childhood period. This observational research evaluated three children, aged 3 to 4.5 years, diagnosed with autism spectrum disorder and global developmental delay undergoing individual and group rehabilitation sessions at center for early intervention services in the UAE. A thorough evaluation of teacher-student interactions was conducted in this study using the Teacher Interaction and Language Rating Scale (TILR). The findings revealed a notable correlation between the effectiveness of interaction techniques employed by teachers and the degree of engagement shown by the children. Key determinants of the interaction-engagement process were found to include the child's communication style, the category and quantity of toys used, and the involvement of the teacher or therapist. Importantly, the results indicated that although the severity of the disability is a factor; the teacher's ability to use suitable techniques and adjust the environment had a more significant impact on promoting engagement. The present study emphasizes the significance of employing organized child-centered interaction strategies within early childhood setting, therefore offering valuable insights for educators and therapists. Finally, it underscores the importance of conducting another comprehensive study to investigate the dynamic correlation between interaction strategies and engagement among children with disabilities, with an emphasis on enhancing participation and educational achievements.
