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Anasınıflarında Kaynaştırma Eğitimine Devam Eden Yetersizliği Olan Çocukların Akran Kabulü

Peer Acceptance of Children with Disabilities in Inclusive Kindergarten Classrooms

Journal Name:

Publication Year:

DOI: 
http://dx.doi.org/10.9779/PUJE679
Abstract (2. Language): 
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.
Abstract (Original Language): 
Yetersizliği olan çocukların okulöncesi kaynaştırma eğitiminden olumlu kazanımlar elde edebilmelerinde akran kabulü oldukça önemlidir. Bu nitel çalışmanın amacı, okulöncesi kaynaştırma ortamlarındaki hafif zihinsel yetersizliğe (ZY) sahip çocukların akran kabulünü incelemektir. Çalışmaya, amaçlı örneklem yöntemiyle belirlenen ZY olan üç çocuk ile aynı sınıflardaki normal gelişim gösteren (NG) 51 çocuk katılmıştır. Yarı yapılandırılmış görüşme yoluyla NG çocuklardan elde edilen veriler içerik analizi ile çözümlenmiştir. Bulgular, ZY olan çocuklardan birisinin akranlarından kabul gördüğüne, birisinin reddedildiğine, diğerinin sosyal kabulünün ise “ihtilaflı” olduğuna, yani hem kabul hem de red gördüğüne işaret etmiştir. Bu çocuklarda sosyal becerilerin gelişmiş olması akran kabulüyle ilişkiliyken, sosyal beceri yetersizlikleri ve problem davranışlar ise akran reddiyle ilişkili görünmektedir. Çalışmanın bulguları, okulöncesi kaynaştırma sınıflarında akran ilişkilerini ve sosyal kabulü arttırmak üzere özel gereksinimli çocukların sosyal yeterliklerini geliştirmeye yönelik iyi düzenlenmiş programların gerekliliğini desteklemektedir.
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