A Comparison of Handicapped and Nonhandicapped Preschoolers' Interactions Across Classroom Activities

Abstract

The purpose of the present study was to investigate the extent to which handicapped and nonhandicapped children interacted with other children and adults during four classroom activities: free play, fine motor, circle, and snack. Six handicapped and six nonhandicapped children participated. Observations were made using a time sampling technique, and information was obtained on whether or not a child was interacting and the nature of the interaction. Results revealed that the only noticeable differences between the two groups were observed during free play activities.