Pairs spatial tracking and speech recognition to investigate how interaction with peers and with teachers facilitates the language and social development of children in preschool inclusion classrooms containing children with autism spectrum disorder, hearing impairments, children with other disabilities and delays, and children without disabilities and delays. This study is funded by the National Institute on Deafness and Other Communication Disorders (NIDCD) and the National Science Foundation, and has been funded by the Institute of Education Sciences (IES).
