Social inclusion of preschool children with down syndrome

Abstract

The present study comprises two areas of research. Study A investigated the social interaction patterns of six preschool children with Down syndrome who had been included into a regular kindergarten. Observations of the children's interaction patterns were recorded during the third term of the first school year. Study B investigated parents of regular preschool children attitudes to inclusion. Parental attitudes were assessed using a questionnaire administered to the parents when the children were first included and the same questionnaire was re-administered six months later.