Research Article
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Examination of the Students’ Activity Preferences Toward Their Peers with Special Needs in Terms of Social Acceptance Levels and Various Variables

Year 2024, Volume: 12 Issue: 1, 1 - 16, 30.06.2024
https://doi.org/10.47215/aji.1391843

Abstract

The present study aims to examine the activity preferences of typically developing students for their peers with special needs in terms of social acceptance levels and various variables. In total, 1098 typically developing students attending public secondary schools, where there are students who continue their education through inclusion, participated in this study. The causal and comparative model was used in this research. The activity preference form developed by Siperstein (1980) and adapted to Turkish by Çiftçi (1997) and the social acceptance scale developed by Arslan (2010) were used as data collection tools. Given the results, it was observed that there is a relationship between the social skill levels, student behaviors, and peer attitudes of the students with typically developing students toward individuals with special needs, and their activity preferences towards students with special needs. Social skills and peer attitudes, which are sub-dimensions of the social acceptance scale, were found to predict activity preferences. Moreover, it was revealed that there was a differentiation between the activity preferences of students with typical development for their peers with special needs and their gender, mother’s education level, father’s education level, class level, and disability status among their relatives (p˂0,05). In schools where inclusive practices are carried out, various activities should be organized for the characteristics of individuals with special needs, so that typically developing students develop positive attitudes towards their peers with special needs and their social acceptance levels should be increased.

Ethical Statement

Etik beyan form eklenmiştir.

References

  • Aktaş, C. (2001). İlköğretim öğrencilerinin fiziksel özürlü yaşıtlarına yönelik sosyal kabul düzeylerinin geliştirilmesi [Improving the social acceptance levels of primary school students towards their physically disabled peers] (Unpublished specialization thesis). Publications of the Prime Ministry Administration for Disabled People, Ankara.
  • Arslan, E. (2010). A scale development study of social acceptance levels for disabled students who integrated primary school (Unpublished masters thesis). Mehmet Akif Ersoy University, Burdur.
  • Ayral, M., Özcan, Ş., Can, R., Ünlü, A., Bedel, H., Şengün, G., & Çağlar, K. (2015). The factors that affect the views of typically developing students on mainstream students. Abant İzzet Baysal University Journal of the Faculty of Education. 15, 218-230.
  • Bak, J. J., & Siperstein, G. N. (1987). Similarity as a factor effecting change in children’s attitudes toward mentally retarded peers. American Journal of Mental Deficiency, 91(5), 524–531.
  • Bakkaloğlu, H., Sucuoğlu, B., & Özbek, A. B. (2019). Examining social acceptance levels of children with special needs and typical development in preschool classrooms. İlköğretim Online, 18(2), 521-538. https://doi.org/10.17051/ilkonline.2019.562011
  • Batu, S. (2008). Inclusion and support special education services. In H. Diken (Ed.), Students in need of special education and special education (pp. 93-109). Ankara: Pegem Academy Publishing.
  • Baydık, B., & Bakkaloğlu, H. (2009). Predictors of sociometric status for low socioeconomic status elementary mainstreamed students with and without special needs. Educational Sciences: Theory and Practice, 9(2), 435-447.
  • Bayrakçı, M. (2007). Social learning theory and its educational applications. Sakarya University Faculty of Education Journal, 14, 198-210.
  • Blacher, J., Howell, E., Lauderdale-Littin, S., DiGennaro Reed, F. D., & Laugeson, E. A. (2014). Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development. Research in Autism Spectrum Disorders, 8(3), 324-333. https://doi.org/10.1016/j.rasd.2013.12.008
  • Civelek, A. H. (1990). Eğitilebilir zihinsel özürlü çocukların sosyal kabul görmelerinde normal çocukların bilgilendirilmelerinin ve iki grubun resim-iş ile beden eğitimi derslerinde bütünleştirilmelerinin etkileri [The effects of informing normal children and integrating the two groups in painting and physical education lessons on the social acceptance of educable mentally disabled children] (Unpublished doctoral thesis). Ankara University, Ankara.
  • Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.), Abingdon: Routledge.
  • Çıkılı, Y., Gönen, A., Aslan-Bağcı, Ö., & Kaynar, H. (2020). The difficulties of teachers working in the field of special education in preparing individualized education program (IEP). OPUS International Journal of Society Researches, 15(10), 5121-5148. https://doi.org/10.26466/opus.659506
  • Çiftçi, İ. (1997). The effect of informing normal children to their attitudes towards their mentally retarded peers (Unpublished masters thesis). Abant İzzet Baysal University, Bolu.
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of Disability, Development and Education, 59(4), 379-392. https://doi.org/10.1080/1034912X.2012.723944
  • De Boer,A., Pijl, S. J., Post, W., & Minnaert, A. (2013). Peer acceptance and friendships of students with disabilities in general education: The role of child, peer and classroom variables, Social Development, 22(4), 831-844. https://doi.org/10.1111/j.1467-9507.2012.00670.x
  • Erdoğan, P., & Şanlı, Y. (2019). The effects of fear of missing out developments on social media attitudes. Journal of Selcuk University Vocational School of Social Sciences, 22(2), 615-627. https://doi.org/10.29249/selcuksbmyd.598768
  • Gall, D. M., Borg, R. W., & Gali, P. J. (1996) Educational research: an introduction (6th ed.), New York: Longman. George, D., & Mallery, P. (2012). SPSS statistics 21: Step by step. Boston: Allynand Bacon.
  • Georgiadi, M., Kalyva, E., Kourkoutas, E., & Tsakiris, V. (2012). Young children’s attitudes toward peers with intellectual disabilities: Effect of the type of school. Journal of Applied Research in Intellectual Disabilities, 25, 531-541. https://doi.org/10.1111/j.1468-3148.2012.00699.x
  • Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of school psychology, 41(4), 235-284. https://doi.org/10.1016/S0022-4405(03)00048-7
  • Godeau, E., Vignes, C., Sentenac, M., Ehlinger, V., Navarro, F., & Grandjean, H., & Arnaud, C (2010). Improving attitudes toward children with disabilities in a school context: A cluster randomized intervention study. Developmental Medicine & Child Neurology, 52, 236–242. https://doi.org/10.1111/j.1469-8749.2010.03731.x
  • Gottlieb, J., Corman, L., & Curci, R. (1984). Attitudes toward mentally retarded children. In R. L. Jones (Ed.), Attitudes and attitude change in special education (pp. 16–38), Arlington: Council for Exceptional Children.
  • Griffin, M. M., Summer, A. H., McMillan, E. D., Day, T. L., & Hodapp, R. M. (2012). Attitudes toward including students with intellectual disabilities at college. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 234-239. https://doi.org/10.1111/jppi.12008
  • Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
  • Hall, L. J., & McGregor, J. A. (2000). A follow-up study of the peer relationships of children with disabilities in an inclusive school. The Journal of Special Education, 34(3), 114-126.
  • Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270. https://doi.org/10.1080/00461520.2019.1655645
  • Kağıtçıbaşı, Ç. (1985). İnsan ve insanlar [Man and people]. Istanbul: Beta Press Release Distribution. Karaca, M. A. (2018). The effect of integration training program on the professional competencies of teachers about integration interventions (Unpublished doctoral dissertation). Necmettin Erbakan University, Konya.
  • Kartal, M., & Bardakçi, S. (2019). Tutum ölçekleri [Attitude scales]. Ankara: Akademisyen Publishing.
  • Klavina, A., & Block, M. E. (2008). The effect of peer tutoring on interaction behaviors in inclusive physical education. Adapted Physical Activity Quarterly, 25(2), 132-158. https://doi.org/10.1123/apaq.25.2.132
  • Košir, K. (2013). Socialni odnosi v šoli. Maribor: Subkulturni azil Maribor.
  • Lebarič, N., Kobal Grum, D., & Kolenc, J. (2006). Socialna integracija otrok s posebnimi potrebami. Radovljica: Didakta.
  • Lorger, T., Schmidt, M., & Bakracevic Vukman, K. (2015). The social acceptance of secondary school students with learning disabilities (LD). CEPS Journal, 5(2), 177-194. https://doi.org/10.26529/cepsj.148
  • MacMillan, D. L., & Morrison, G. M. (1984). Sociometric research in special education. In R. L. Jones (Ed.), Attitudes and attitude change in special education: Theory and practice (pp. 118–139). Arlington: Council for Exceptional Children.
  • Morrison, H. J., & Gleddie, D. (2019). Playing on the same team: Collaboration between teachers and educational assistants for inclusive physical education. Journal of Physical Education, Recreation & Dance, 90(8), 34-41. https://doi.org/10.1080/07303084.2019.1644257
  • Nal, A., & Tüzün, I. (2011). Kaynaştırma/bütünleştirmenin etkililiğini artırmak için politika ve uygulama önerileri projesi [Policy and practice recommendations for increasing the effectiveness of inclusion/integration project]. Istanbul: Tohum Autism Foundation-Education Reform Initiative.
  • Nowicki, E. A. (2006). A cross-sectional multivariate analysis of children’s attitudes toward disabilities. Journal of Intellectual Disability Research, 50, 335–348. https://doi.org/10.1111/j.1365-2788.2005.00781.x
  • Odom, S. L., Zercher, C., Li, S., Marquart, J. M., Sandall, S., & Brown, W. H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis. Journal of Educational Psychology, 98(4), 807-823. https://doi.org/10.1037/0022-0663.98.4.807
  • Olmstead, R. E., Guy, S. M., O’Malley, P. M., & Bentler, P. M. (1991). Longitudinal assessment of the relationship between self-esteem, fatalism, loneliness and substance abuse. Journal of Social Behavior and Personality, 6, 749–770.
  • Öncül, N., & Batu, E. S. (2005). Normal gelişim gösteren çocuk annelerinin kaynaştırma uygulamasına ilişkin görüşleri [Opinions of mothers of normally developing children regarding inclusion practice]. Ankara University Faculty of Educational Science Journal of Special Education, 6(2), 37-54. https://doi.org/10.1501/Ozlegt_0000000090
  • Özkan Yaşaran, Ö., Batu, S., & Özen, A. (2014). The effects of inclusion preparation activities on providing social acceptance of typical students for students with special needs, Anadolu University Journal of Social Sciences, 14(3), 167-180.
  • Öztürk, T., & Yıkmış, A. (2013). The effect of educating normal kindergarten children on their attitudes of towards their mentally retarded peers. Abant Izzet Baysal University Faculty of Education Journal, 13(1), 1-20.
  • Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. https://doi.org/10.1080/08856257.2019.1665232
  • Pesen, A., & Demirhan, M. (2021). Investigation of teachers’ attitudes towards individuals with special needs. Manisa Celal Bayar University Journal of Social Sciences, 19(1), 141-158. https://doi.org/10.18026/cbayarsos.652806
  • Peters, S. (2004). Inclusive education: An EFA strategy for all children. Washington: World Bank.
  • Rakap, S., Parlak-Rakap, A., & Aydin, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes toward inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223-1237. https://doi.org/10.1080/13603116.2016.1159254
  • Siperstein, G. N. (1980). Instruments for measuring children’s attitudes toward the handicapped. Boston: Center for Human Services University of Massachussettes.
  • Siperstein, G. N., Parker, R. C., Norins, J., & Widaman, K. F. (2011). A national study of Chinese youths’ attitudes toward students with intellectual disabilities. Journal of Intellectual Disability Research, 55(4), 370-384. https://doi.org/10.1111/j.1365-2788.2011.01382.x
  • Siperstein, G. N., Glick, G. C., & Parker, R. C. (2009). Social inclusion of children with intellectual disabilities in a recreational setting. Intellectual and Developmental Disabilities, 47(2), 97-107. https://doi.org/10.1352/1934-9556-47.2.97
  • Smith, M. B. (1968). Attitude change. International encyclopedia of the social sciences, 1(17), 458-467. Smoot, S. L. (2004). An outcome measure for social goals of inclusion. Rural Special Education Quarterly, 23(3), 15-22. https://doi.org/10.1177/875687050402300303
  • Spörer, N., Lenkeit, J., Bosse, S., Hartmann, A., Ehlert, A., & Knigge, M. (2020). Students’ perspective on inclusion: Relations of attitudes towards inclusive education and self-perceptions of peer relations. International Journal of Educational Research, 103, 101-141. https://doi.org/10.1016/j.ijer.2020.101641
  • Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Reviews of Psychology, 52, 83–110. Sucuoğlu, B., & Kargın, T. (2006). Kaynaştırma uygulamaları [Integration practices]. Istanbul: Morpa Publications.
  • Swan, K. L., & Ray, D. C. (2014). Effects of child-centered play therapy on irritability and hyperactivity behaviors of children with intellectual disabilities. The Journal of Humanistic Counseling, 53(2), 120-133. https://doi.org/10.1002/j.2161-1939.2014.00053.x
  • Uçar, D. E., Yildizer, G., Özböke, C., Yilmaz, İ., & Kocaekşi, S. (2019). Examination of teacher candidates’ attitudes towards special needs individuals in terms of teaching branches and genders: the case of Anadolu University. Inonu University Journal of Physical Education and Sport Sciences, 6(1), 1-13.
  • Ünal, R., & Yel, S. (2019). Development of a social acceptance scale for inclusive education. Universal Journal of Educational Research, 7(10), 2187-2198.
  • Vuran, S. (2005). The sociometric status of students with disabilities in elemantary level integration classes in Turkey. Eurasian Journal of Educational Reseach, 18, 217-235.
  • Wendelborg, C., & Kvello, Ø. (2010). Perceived social acceptance and peer intimacy among children with disabilities in regular schools in Norway. Journal of Applied Research in Intellectual Disabilities, 23(2), 143-153. https://doi.org/10.1111/j.1468-3148.2009.00515.x
Year 2024, Volume: 12 Issue: 1, 1 - 16, 30.06.2024
https://doi.org/10.47215/aji.1391843

Abstract

References

  • Aktaş, C. (2001). İlköğretim öğrencilerinin fiziksel özürlü yaşıtlarına yönelik sosyal kabul düzeylerinin geliştirilmesi [Improving the social acceptance levels of primary school students towards their physically disabled peers] (Unpublished specialization thesis). Publications of the Prime Ministry Administration for Disabled People, Ankara.
  • Arslan, E. (2010). A scale development study of social acceptance levels for disabled students who integrated primary school (Unpublished masters thesis). Mehmet Akif Ersoy University, Burdur.
  • Ayral, M., Özcan, Ş., Can, R., Ünlü, A., Bedel, H., Şengün, G., & Çağlar, K. (2015). The factors that affect the views of typically developing students on mainstream students. Abant İzzet Baysal University Journal of the Faculty of Education. 15, 218-230.
  • Bak, J. J., & Siperstein, G. N. (1987). Similarity as a factor effecting change in children’s attitudes toward mentally retarded peers. American Journal of Mental Deficiency, 91(5), 524–531.
  • Bakkaloğlu, H., Sucuoğlu, B., & Özbek, A. B. (2019). Examining social acceptance levels of children with special needs and typical development in preschool classrooms. İlköğretim Online, 18(2), 521-538. https://doi.org/10.17051/ilkonline.2019.562011
  • Batu, S. (2008). Inclusion and support special education services. In H. Diken (Ed.), Students in need of special education and special education (pp. 93-109). Ankara: Pegem Academy Publishing.
  • Baydık, B., & Bakkaloğlu, H. (2009). Predictors of sociometric status for low socioeconomic status elementary mainstreamed students with and without special needs. Educational Sciences: Theory and Practice, 9(2), 435-447.
  • Bayrakçı, M. (2007). Social learning theory and its educational applications. Sakarya University Faculty of Education Journal, 14, 198-210.
  • Blacher, J., Howell, E., Lauderdale-Littin, S., DiGennaro Reed, F. D., & Laugeson, E. A. (2014). Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development. Research in Autism Spectrum Disorders, 8(3), 324-333. https://doi.org/10.1016/j.rasd.2013.12.008
  • Civelek, A. H. (1990). Eğitilebilir zihinsel özürlü çocukların sosyal kabul görmelerinde normal çocukların bilgilendirilmelerinin ve iki grubun resim-iş ile beden eğitimi derslerinde bütünleştirilmelerinin etkileri [The effects of informing normal children and integrating the two groups in painting and physical education lessons on the social acceptance of educable mentally disabled children] (Unpublished doctoral thesis). Ankara University, Ankara.
  • Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.), Abingdon: Routledge.
  • Çıkılı, Y., Gönen, A., Aslan-Bağcı, Ö., & Kaynar, H. (2020). The difficulties of teachers working in the field of special education in preparing individualized education program (IEP). OPUS International Journal of Society Researches, 15(10), 5121-5148. https://doi.org/10.26466/opus.659506
  • Çiftçi, İ. (1997). The effect of informing normal children to their attitudes towards their mentally retarded peers (Unpublished masters thesis). Abant İzzet Baysal University, Bolu.
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of Disability, Development and Education, 59(4), 379-392. https://doi.org/10.1080/1034912X.2012.723944
  • De Boer,A., Pijl, S. J., Post, W., & Minnaert, A. (2013). Peer acceptance and friendships of students with disabilities in general education: The role of child, peer and classroom variables, Social Development, 22(4), 831-844. https://doi.org/10.1111/j.1467-9507.2012.00670.x
  • Erdoğan, P., & Şanlı, Y. (2019). The effects of fear of missing out developments on social media attitudes. Journal of Selcuk University Vocational School of Social Sciences, 22(2), 615-627. https://doi.org/10.29249/selcuksbmyd.598768
  • Gall, D. M., Borg, R. W., & Gali, P. J. (1996) Educational research: an introduction (6th ed.), New York: Longman. George, D., & Mallery, P. (2012). SPSS statistics 21: Step by step. Boston: Allynand Bacon.
  • Georgiadi, M., Kalyva, E., Kourkoutas, E., & Tsakiris, V. (2012). Young children’s attitudes toward peers with intellectual disabilities: Effect of the type of school. Journal of Applied Research in Intellectual Disabilities, 25, 531-541. https://doi.org/10.1111/j.1468-3148.2012.00699.x
  • Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of school psychology, 41(4), 235-284. https://doi.org/10.1016/S0022-4405(03)00048-7
  • Godeau, E., Vignes, C., Sentenac, M., Ehlinger, V., Navarro, F., & Grandjean, H., & Arnaud, C (2010). Improving attitudes toward children with disabilities in a school context: A cluster randomized intervention study. Developmental Medicine & Child Neurology, 52, 236–242. https://doi.org/10.1111/j.1469-8749.2010.03731.x
  • Gottlieb, J., Corman, L., & Curci, R. (1984). Attitudes toward mentally retarded children. In R. L. Jones (Ed.), Attitudes and attitude change in special education (pp. 16–38), Arlington: Council for Exceptional Children.
  • Griffin, M. M., Summer, A. H., McMillan, E. D., Day, T. L., & Hodapp, R. M. (2012). Attitudes toward including students with intellectual disabilities at college. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 234-239. https://doi.org/10.1111/jppi.12008
  • Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
  • Hall, L. J., & McGregor, J. A. (2000). A follow-up study of the peer relationships of children with disabilities in an inclusive school. The Journal of Special Education, 34(3), 114-126.
  • Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270. https://doi.org/10.1080/00461520.2019.1655645
  • Kağıtçıbaşı, Ç. (1985). İnsan ve insanlar [Man and people]. Istanbul: Beta Press Release Distribution. Karaca, M. A. (2018). The effect of integration training program on the professional competencies of teachers about integration interventions (Unpublished doctoral dissertation). Necmettin Erbakan University, Konya.
  • Kartal, M., & Bardakçi, S. (2019). Tutum ölçekleri [Attitude scales]. Ankara: Akademisyen Publishing.
  • Klavina, A., & Block, M. E. (2008). The effect of peer tutoring on interaction behaviors in inclusive physical education. Adapted Physical Activity Quarterly, 25(2), 132-158. https://doi.org/10.1123/apaq.25.2.132
  • Košir, K. (2013). Socialni odnosi v šoli. Maribor: Subkulturni azil Maribor.
  • Lebarič, N., Kobal Grum, D., & Kolenc, J. (2006). Socialna integracija otrok s posebnimi potrebami. Radovljica: Didakta.
  • Lorger, T., Schmidt, M., & Bakracevic Vukman, K. (2015). The social acceptance of secondary school students with learning disabilities (LD). CEPS Journal, 5(2), 177-194. https://doi.org/10.26529/cepsj.148
  • MacMillan, D. L., & Morrison, G. M. (1984). Sociometric research in special education. In R. L. Jones (Ed.), Attitudes and attitude change in special education: Theory and practice (pp. 118–139). Arlington: Council for Exceptional Children.
  • Morrison, H. J., & Gleddie, D. (2019). Playing on the same team: Collaboration between teachers and educational assistants for inclusive physical education. Journal of Physical Education, Recreation & Dance, 90(8), 34-41. https://doi.org/10.1080/07303084.2019.1644257
  • Nal, A., & Tüzün, I. (2011). Kaynaştırma/bütünleştirmenin etkililiğini artırmak için politika ve uygulama önerileri projesi [Policy and practice recommendations for increasing the effectiveness of inclusion/integration project]. Istanbul: Tohum Autism Foundation-Education Reform Initiative.
  • Nowicki, E. A. (2006). A cross-sectional multivariate analysis of children’s attitudes toward disabilities. Journal of Intellectual Disability Research, 50, 335–348. https://doi.org/10.1111/j.1365-2788.2005.00781.x
  • Odom, S. L., Zercher, C., Li, S., Marquart, J. M., Sandall, S., & Brown, W. H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis. Journal of Educational Psychology, 98(4), 807-823. https://doi.org/10.1037/0022-0663.98.4.807
  • Olmstead, R. E., Guy, S. M., O’Malley, P. M., & Bentler, P. M. (1991). Longitudinal assessment of the relationship between self-esteem, fatalism, loneliness and substance abuse. Journal of Social Behavior and Personality, 6, 749–770.
  • Öncül, N., & Batu, E. S. (2005). Normal gelişim gösteren çocuk annelerinin kaynaştırma uygulamasına ilişkin görüşleri [Opinions of mothers of normally developing children regarding inclusion practice]. Ankara University Faculty of Educational Science Journal of Special Education, 6(2), 37-54. https://doi.org/10.1501/Ozlegt_0000000090
  • Özkan Yaşaran, Ö., Batu, S., & Özen, A. (2014). The effects of inclusion preparation activities on providing social acceptance of typical students for students with special needs, Anadolu University Journal of Social Sciences, 14(3), 167-180.
  • Öztürk, T., & Yıkmış, A. (2013). The effect of educating normal kindergarten children on their attitudes of towards their mentally retarded peers. Abant Izzet Baysal University Faculty of Education Journal, 13(1), 1-20.
  • Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. https://doi.org/10.1080/08856257.2019.1665232
  • Pesen, A., & Demirhan, M. (2021). Investigation of teachers’ attitudes towards individuals with special needs. Manisa Celal Bayar University Journal of Social Sciences, 19(1), 141-158. https://doi.org/10.18026/cbayarsos.652806
  • Peters, S. (2004). Inclusive education: An EFA strategy for all children. Washington: World Bank.
  • Rakap, S., Parlak-Rakap, A., & Aydin, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes toward inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223-1237. https://doi.org/10.1080/13603116.2016.1159254
  • Siperstein, G. N. (1980). Instruments for measuring children’s attitudes toward the handicapped. Boston: Center for Human Services University of Massachussettes.
  • Siperstein, G. N., Parker, R. C., Norins, J., & Widaman, K. F. (2011). A national study of Chinese youths’ attitudes toward students with intellectual disabilities. Journal of Intellectual Disability Research, 55(4), 370-384. https://doi.org/10.1111/j.1365-2788.2011.01382.x
  • Siperstein, G. N., Glick, G. C., & Parker, R. C. (2009). Social inclusion of children with intellectual disabilities in a recreational setting. Intellectual and Developmental Disabilities, 47(2), 97-107. https://doi.org/10.1352/1934-9556-47.2.97
  • Smith, M. B. (1968). Attitude change. International encyclopedia of the social sciences, 1(17), 458-467. Smoot, S. L. (2004). An outcome measure for social goals of inclusion. Rural Special Education Quarterly, 23(3), 15-22. https://doi.org/10.1177/875687050402300303
  • Spörer, N., Lenkeit, J., Bosse, S., Hartmann, A., Ehlert, A., & Knigge, M. (2020). Students’ perspective on inclusion: Relations of attitudes towards inclusive education and self-perceptions of peer relations. International Journal of Educational Research, 103, 101-141. https://doi.org/10.1016/j.ijer.2020.101641
  • Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Reviews of Psychology, 52, 83–110. Sucuoğlu, B., & Kargın, T. (2006). Kaynaştırma uygulamaları [Integration practices]. Istanbul: Morpa Publications.
  • Swan, K. L., & Ray, D. C. (2014). Effects of child-centered play therapy on irritability and hyperactivity behaviors of children with intellectual disabilities. The Journal of Humanistic Counseling, 53(2), 120-133. https://doi.org/10.1002/j.2161-1939.2014.00053.x
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There are 55 citations in total.

Details

Primary Language English
Subjects Mental Disability Education
Journal Section Makaleler
Authors

M. Abdulbaki Karaca 0000-0002-4192-6307

Hasan Hüseyin Toprak 0000-0002-9580-1534

Ercan Yilmaz 0000-0003-4702-1688

Publication Date June 30, 2024
Submission Date November 16, 2023
Acceptance Date April 22, 2024
Published in Issue Year 2024 Volume: 12 Issue: 1

Cite

APA Karaca, M. A., Toprak, H. H., & Yilmaz, E. (2024). Examination of the Students’ Activity Preferences Toward Their Peers with Special Needs in Terms of Social Acceptance Levels and Various Variables. Asian Journal of Instruction (E-AJI), 12(1), 1-16. https://doi.org/10.47215/aji.1391843

ASIAN JOURNAL OF INSTRUCTION

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