One-on-one instruction in a fully inclusive preschool: A single case research design study

The study investigates how five children with intellectual disabilities participate in learning situations initiated by kindergarten teachers in a fully inclusive kindergarten. The study investigates whether one-to-one teaching can increase engagement in learning and whether one-to-one teaching can be used in fully inclusive kindergartens. The research questions are:

1. What is the level of involvement among the children in teacher-initiated group teaching?
2. Does one-on-one teaching lead to changes in the learning engagement of children with intellectual disabilities?
3. What are kindergarten teachers’ experiences of teacher-initiated group teaching and one-to-one teaching?

The results showed a marked increase in the children’s engagement during one-to-one teaching compared to group teaching. The analyses showed an increase in concentration and interest in the activities for all the children. The kindergarten teachers also reported positive experiences regarding this approach, which gave them better insight into the children’s learning and needs. The study shows that it is possible to combine full inclusion with one-to-one teaching without having to remove children from their usual environment.

The researcher observed the children’s engagement during learning activities both in group situations and during one-to-one teaching. The data collection was carried out in a natural kindergarten context, where kindergarten teachers’ experiences of the different teaching methods were also collected and analysed. The study followed a simple case study design.

Lundqvist, J. (2023). One-on-one instruction in a fully inclusive preschool: A single case research design study. International Journal of Special Education, 38(2), 153–164.