Research Article
Okul Öncesinde Özel Gereksinimli Olan ve Normal Gelişen Çocukların Sosyal Kabul Düzeylerinin İncelenmesi
Abstract
Bu çalışmanın amacı okul öncesi sınıflara devam eden
özel gereksinimli (ÖG) ve normal gelişen (NG) çocukların sosyal kabul
düzeylerini incelemektir. Bu amaçla iki grubun sosyal kabul, gelişimsel
işlevler, problem davranış, sosyal beceri, öğrenci-öğretmen ilişkisi ve okula
uyumları karşılaştırılmış, bu değişkenler arasındaki ilişkiler incelenmiş ve
sosyal kabulü yordayan değişkenler belirlenmiştir. Çalışmada veriler okul
öncesi sınıflara devam eden 47 ÖG ve 47 NG çocuktan Sosyometrik Dereceleme
Ölçeği, Yeterlik İndeksi, Okulöncesi ve Anaokulu Davranış Ölçeği,
Öğrenci-Öğretmen İlişki Ölçeği-Kısa Formu ve Okula Uyum Öğretmen Derecelendirme
Ölçeği-Kısa Formu kullanılarak toplanmıştır. Çalışmanın bulguları
incelendiğinde ÖG çocukların NG akranlarına göre sosyal kabul, öğrenci-öğretmen
ilişkisi, sosyal beceri ve okula uyum puanlarının daha düşük olduğu, buna
karşın yeterlilik indeksi ve problem davranış puanlarının daha yüksek olduğu ve
tüm çocuklar için sosyal kabulü en güçlü şekilde yordayan değişkenin problem
davranışlar olduğu belirlenmiştir.
Keywords
Okul öncesi özel gereksinimli çocuklar normal gelişen çocuklar sosyal kabul okula uyum öğrenci-öğretmen ilişkisi problem davranışlar sosyal beceriler
Supporting Institution
Türkiye Bilimsel ve Teknolojik Araştırma Kurumu
Project Number
114K649
References
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Abstract
Project Number
114K649
References
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(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. Berndt, T. J. (2004). Children’s friendships: Shifts over a halfcentury in perspectives on their development and their effects. Merrill-Palmer Quarterly, 50, 206-223. Betts, L. R., & Rotenberg, K. J. (2007). A short form of the Teacher Rating Scale of School Adjustment. Journal of Psychoeducational Assessment, 25(2), 150-164. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79. Brown, W. H., Odom, S. L., & Conroy, M. (2001). An Intervention hierarchy for promoting preschool children’s peer interactions in naturalistic environments. Topics in Early Childhood Special Education, 21, 162-175. Buysse, V., Goldman, B. D., & Skinner, M. L. (2002). Setting effects on friendship formation among young children with and without disabilities. Exceptional Children, 68(4), 503-517. Cambra, C., & Silvestre, N. (2003). Students with SEN in the inclusive classroom: Social integration and self-concept. European Journal of Special Needs Education, 18(2), 197-208. Campbell, S. B. (1994). Hard-to-manage preschool boys: Externalizing behavior, social competence, and family context at two-year follow-up. Journal of Abnormal Child Psychology, 22, 147-166. Casey, A. M., & McWiliam, R. A. (2007). The stare: The scale for teachers’ assessment of routine engagement. Young Exceptional Children, 11(1), 1-11. Chan, S. Y., & Mpofu, E. (2001). Children’s peer status in school settings current and prospective assessment procedures. School Psychology International, 22(1), 43-52. Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557-570. Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behavior and social status. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood. Cambridge studies in social and emotional development (pp. 17-59). New York: Cambridge University Press. Cook, B. G. (2001). A comparison of teachers’ attitudes toward their included students with mild and severe disabilities. The Journal of Special Education, 34(4), 203-13. Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33(4), 579-588. Criss, M. M., Pettit, G. S., Bates, J. E., Dodge, K. A., & Lapp, A. L. (2002). Family adversity, positive peer relationships, and children’s externalizing behavior: A longitudinal perspective on risk and resilience. Child Development, 73, 1220-1237. David, R., & Bawa Kuyuni, A. (2012). Social inclusion: Teachers as facilitators in peer acceptance of students with disabilities in regular classrooms in Tamil Nadu, India. International Journal of Special Education, 27(2), 157-168. Demir, Ş. (2016). Öğretmen eğitimi programının kaynaştırma uygulamaları yürütülen okul öncesi sınıflardaki öğretmen ve özel gereksinimli çocuklar üzerindeki etkileri (Yayınlanmamış doktora tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Demirkaya, P. N., & Bakkaloğlu, H. (2015). Examining the student-teacher relationships of children both with and without special needs in preschool classrooms. Educational Sciences: Theory & Practice, 15(1), 159-175. Denham, S. A., & Holt, R. W. (1993). Preschoolers' likability as cause or consequence of their social behavior. Developmental Psychology, 29(2), 271-275. Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61, 1145-1152. Diamond, K. E., Hong, S. Y., & Tu, H. (2008). Context influences preschool children's decisions to include a peer with a physical disability in play. 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