Teachers’ perceptions of barriers and facilitators to peer play between children with autism spectrum disorder and typically developing peers in early childhood education : a research circle study in Austria

Linimayr, Johanna; Lindahl-Jacobsen, Line; Farias, Lisette

doi:10.1080/20473869.2023.2230410

Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-28491

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
Title:	Teachers’ perceptions of barriers and facilitators to peer play between children with autism spectrum disorder and typically developing peers in early childhood education : a research circle study in Austria
Authors:	Linimayr, Johanna Lindahl-Jacobsen, Line Farias, Lisette
et. al:	No
DOI:	10.1080/20473869.2023.2230410 10.21256/zhaw-28491
Published in:	International Journal of Developmental Disabilities
Issue Date:	5-Jul-2023
Publisher / Ed. Institution:	Taylor & Francis
ISSN:	2047-3869 2047-3877
Language:	English
Subjects:	Peer play; Autism spectrum disorder; Teacher; Mainstream classroom; Research circle
Subject (DDC):	370: Education 616.8: Neurology, diseases of nervous system
Abstract:	Children with autism spectrum disorder (ASD) are increasingly being integrated into primary and secondary mainstream education. Yet, little is known about teachers’ challenges in supporting peer play for children with ASD in early childhood education. This study explores teachers’ perspectives on the barriers and facilitators to supporting peer play between children with ASD and their typically developing peers. Observations and research circle meetings were conducted with eight teachers from an urban area in Austria. Material from the meetings was analysed using qualitative content analysis and participants’ feedback. Findings illustrate how teachers perceive and manage multiple factors that influence peer play, including child-level factors (e.g. irritability to noise), peer and family factors (e.g. negative roles attributed to children with ASD), and institutional factors (e.g. large group sizes and lack of rooms without distractions). This study also highlights teachers’ ambivalence about safeguarding children’s participatory rights when encouraging children with ASD to engage in peer play when children with ASD need to disengage. This ambivalence is linked to the need for expanding the comfort zone of typically developing children by raising their awareness of diverse ways to interact and participate in play to support all children’s needs in inclusive education.
URI:	https://digitalcollection.zhaw.ch/handle/11475/28491
Fulltext version:	Published version
License (according to publishing contract):	CC BY 4.0: Attribution 4.0 International
Departement:	School of Health Sciences
Organisational Unit:	Institute of Occupational Therapy (IER)
Appears in collections:	Publikationen Gesundheit

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Linimayr, J., Lindahl-Jacobsen, L., & Farias, L. (2023). Teachers’ perceptions of barriers and facilitators to peer play between children with autism spectrum disorder and typically developing peers in early childhood education : a research circle study in Austria. International Journal of Developmental Disabilities. https://doi.org/10.1080/20473869.2023.2230410

Linimayr, J., Lindahl-Jacobsen, L. and Farias, L. (2023) ‘Teachers’ perceptions of barriers and facilitators to peer play between children with autism spectrum disorder and typically developing peers in early childhood education : a research circle study in Austria’, International Journal of Developmental Disabilities [Preprint]. Available at: https://doi.org/10.1080/20473869.2023.2230410.

J. Linimayr, L. Lindahl-Jacobsen, and L. Farias, “Teachers’ perceptions of barriers and facilitators to peer play between children with autism spectrum disorder and typically developing peers in early childhood education : a research circle study in Austria,” International Journal of Developmental Disabilities, Jul. 2023, doi: 10.1080/20473869.2023.2230410.

LINIMAYR, Johanna, Line LINDAHL-JACOBSEN und Lisette FARIAS, 2023. Teachers’ perceptions of barriers and facilitators to peer play between children with autism spectrum disorder and typically developing peers in early childhood education : a research circle study in Austria. International Journal of Developmental Disabilities. 5 Juli 2023. DOI 10.1080/20473869.2023.2230410

Linimayr, Johanna, Line Lindahl-Jacobsen, and Lisette Farias. 2023. “Teachers’ Perceptions of Barriers and Facilitators to Peer Play between Children with Autism Spectrum Disorder and Typically Developing Peers in Early Childhood Education : A Research Circle Study in Austria.” International Journal of Developmental Disabilities, July. https://doi.org/10.1080/20473869.2023.2230410.

Linimayr, Johanna, et al. “Teachers’ Perceptions of Barriers and Facilitators to Peer Play between Children with Autism Spectrum Disorder and Typically Developing Peers in Early Childhood Education : A Research Circle Study in Austria.” International Journal of Developmental Disabilities, July 2023, https://doi.org/10.1080/20473869.2023.2230410.