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https://hdl.handle.net/11499/39226
Title: | Peer Acceptance of Children with Disabilities in Inclusive Kindergarten Classrooms | Other Titles: | Okulöncesi kaynaştırma ortamlarında yetersizliği olan çocukların akran kabulü | Authors: | Küçüker, Sevgi Işıkoğlu Erdoğan, Nesrin Çürük, Çiğdem |
Keywords: | Peer acceptance; inclusion; kindergarten education; children with disabilities |
Publisher: | PAMUKKALE UNIV | Abstract: | Peer acceptance is considered crucial to gain positive outcomes for young children with disabilities in inclusive early childhood education. The purpose of this qualitative case study is to investigate peer acceptance of children with mild intellectual disabilities (ID) in inclusive kindergartens. Through a purposeful sampling technique, three children with ID and their 51 typically developing classmates were included in the study. Data were gathered through semi-structured interviews with the classmates and the content was analyzed. Differences in peer acceptance were evident across three cases: one was socially accepted, one was socially rejected, and third was socially "controversial", that is, he was both accepted and rejected. While good social skills of children with ID were closely related to the peer acceptance, social skill deficits and problem behaviors were related to the peer rejection. Therefore, well-designed practices that promote social competence in inclusive early childhood classrooms are needed to enhance the social interactions and peer acceptance of young children with disabilities. | URI: | https://hdl.handle.net/11499/39226 https://doi.org/10.9779/PUJE679 |
ISSN: | 1301-0085 |
Appears in Collections: | Eğitim Fakültesi Koleksiyonu TR Dizin İndeksli Yayınlar Koleksiyonu / TR Dizin Indexed Publications Collection WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection |
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Okul__ncesi Kayna__t__rma Ortamlar__nda Yetersizli__i Olan __ocuklar__n Akran Kabul__[#374888]-398750.pdf | 142.59 kB | Adobe PDF | View/Open |
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