Preschool Special Educators' Perceptions on Using Role-Play to Improve Language Development for Preschoolers with Autism
INI UDOSEN
The problem that was addressed through this study is that preschool special educators are not consistently integrating role-play strategies when teaching language development to children with autism spectrum disorder (ASD) at ABC district (a pseudonym), a district in the southeastern United States. Grounded in Vygotsky’s social learning construct, the purpose of this study was to explore the perceptions of preschool special educators on using role-playing exercises to model proper communication