Research Article
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Investigation of Peer Relationships of Children with and without Special Needs in the Preschool Period

Year 2018, Volume: 10 Issue: 2, 92 - 105, 31.12.2018
https://doi.org/10.20489/intjecse.506875

Abstract





This study aimed to compare the peer relationships of
preschool children with special needs with their peers without special needs,
to determine whether the special needs variable predicts the peer relationships
of children or not, and examine the peer relationships of children with special
needs in terms of gender and age variables. 56 preschool teachers and a total
of 112 children, 56 with special needs and 56 without special needs, were
enrolled in the study. The data were collected by using the Information Form
and the Child Behavior Scale (CBS). The results of the study indicated that
there were statistically significant differences between the children with and
without special needs in prosocial behaviors, asocial behaviors,
anxious-fearful behaviors, and hyperactivity behaviors subscale scores. However,
there was no significant difference between aggression and exclusion behavior
subscale scores. It is observed that being with special needs significantly
predicts prosocial behaviors in favor of children without special needs, and
asocial, anxious-fearful and hyperactivity behaviors in favor of children with
special needs. Furthermore, it was determined that gender and age variables do
not create a statistically significant difference in the peer relationships of
children with special needs. The findings of the study support the requirement
to develop effective intervention programs which will increase the peer
relationships and peer acceptance of children with special needs in preschool
inclusive classes.



References

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Year 2018, Volume: 10 Issue: 2, 92 - 105, 31.12.2018
https://doi.org/10.20489/intjecse.506875

Abstract

References

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  • Baydık, B., & Bakkaloğlu, H. (2009). Pre-dictors of sociometric status for low socioeconomic status elementary mainstreamed students with and without special needs. Educatio-nal Sciences: Theory and Practi-ce, 9(2), 401-447.
  • Beyazkürk, D., Anlıak, Ş., & Dinçer, Ç. (2007). Çocuklukta akran ilişkileri ve arkadaşlık [Peer relations in children]. Eurasian Journal of Educational Research, 26, 13-26.
  • Bierman, K. L. (2005). Peer rejection. De-velopmental processes and inter-vention strategies. USA: The Guil-ford Press.
  • Booth, T. & Ainscow, M. (2002) The Index for Inclusion. Bristol: Centre for Studies on Inclusive Education.
  • Bruder, M. B. (2010). Early childhood in-tervention: A promise to children and families for their future. Exceptional Children, 3, 339-355.
  • Büyüköztürk, Ş. (2005). ). Sosyal Bilimler için veri analizi el kitabı [Statistic for social sciences]. Anka-ra:Pegem A Yayıncılık.
  • Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and overt agg-ression in preschool. Developmen-tal Psychology, 33(4), 579-588.
  • Çiftçi, İ., & Sucuoğlu, B. (2003). Sosyal beceri öğretimi. [Social skills trai-ning]. Ankara: Kök Yayıncılık.
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  • Diamond, K. E., Huang, H. (2005). Presc-hoolers’ ideas about disabilities. Infants & Young Children, 18, 37-46.
  • Eratay, E. & Sazak-Pınar, E. (2006). Ge-nel eğitim sınıflarındaki zihin en-gelli öğrencilerin arkadaşlık ilişkile-rinin incelenmesi [Investigation of friendship relations of mentally handicapped students in general education classes]. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Abant İzzet Baysal University Graduate School of Social Sciences Journal of So-cial Sciences], 2(13) 24-47.
  • French, D. C., & Waas, G. A. (1985). Be-havior problems of peer-neglected and peer rejected elementary-age children: Parent and teacher perspectives. Child Development, 56, 246-252.
  • Guralnick, M. J. (1995). Peer-related so-cial competence and inclusion of young children. In L. Nadel & D. Rosenthal (Eds.), Down syndrome: Living and learning in the commu-nity (pp. 147–153). New York: Wiley-Liss.
  • Guralnick, M. J., Connor, R., Hammond, M., Gottman, J. M., & Kinnish K. (1996a). The peer relations of preschool children with communi-cation disorders. Child Develop-ment, 67, 471–489.
  • Guralnick, M. J., Connor, R., Hammond, M., Gottman, J. M., & Kinnish, K. (1996b). Immediate effects of ma-instreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation, 100, 359–377.
  • Guralnick, M. J. (Ed.). (2001). Early child-hood inclusion: Focus on change. Baltimore: Brookes Publishing.
  • Guralnick, M. J., Hammond, M. A., Con-nor, R. T., & Neville, B. (2006). Stability, change, and correlates of the peer relationships of young children with mild developmental delays. Child Development, 77, 312-324.
  • Gülay, H. (2008). 5-6 yaş çocuklarına yö-nelik akran ilişkileri ölçeklerinin ge-çerlik güvenirlik çalışmaları ve ak-ran ilişkilerinin çeşitli değişkenler açısından incelenmesi [Standatza-ton of a scale for measuring peer relations among 5-6 years old children and studying the relations between some familial variables and peer relations of children at this age]. (Doctoral dissertation, Marmara University, İstanbul, Tur-key). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Gülay, H. (2009). 5-6 Yaş çocuklarının sosyal konumlarını etkileyen çeşitli değişkenler [Some variables which influencing 5-6 years old children’s social status]. Yüzüncü Yıl Üniver-sitesi Eğitim Fakültesi Dergisi. VI, (I), 104-121
  • Gülay, H. (2010). Okulöncesi dönemde akran ilişkileri [Peer relations in early childhood]. Ankara: Pegem Akademi Yayınları.
  • Gülay, H. (2011a). 5-6 yaş grubu çocuk-larda okula uyum ve akran ilişkileri [School adjustment and peer rela-tionships of 5-6 years old child-ren]. Elektronik Soysal Bilimler Dergisi [Electronic Journal of So-cial Sciences], 10(36), 1-10.
  • Gülay, H. (2011b). The peer relations of 5-6 year old children in relation to age and gender. Eurasian Journal of Educational Research, 43, 107-124
  • Gülay-Ogelman, H., & Erten, H. (2013). 5-6 yaş çocuklarının akran ilişkileri, okula uyum düzeyleri ve sosyal konumları arasındaki ilişkilerin iz-lenmesi. [Relationships between variables of sibling and social skills, peer relations and school adjustment levels of 5-6 year old children]. Uluslararası Hakemli Be-şeri ve Akademik Bilimler Dergisi. 2(3): 26-46.
  • Gülay-Ogelman, H., Körükçü, Ö., & Ersan, C. (2015). Anne ve öğretmen ile olan ilişkilerin okul öncesi dönem çocuklarının akran ilişkilerini yor-dayıcı etkisinin incelenmesi [Examining the predictor effect of preschool children’s relationships with their mothers and teachers on their peer relationships]. Türkiye Sosyal Araştırmalar Dergisi [Tur-kish Journal of Social Research], 19(1), 179-206.
  • Fabes, R. A., Shepard, S. A., Guthrie, I. R., & Martin, C. L. (1997). Roles of temperamental arousal and gen-der-segregated play in young children’s social adjustment. Deve-lopmental Psychology, 33(4), 693-702.
  • Farmer, T. W. (2000). Misconceptions of peer rejection and problem beha-vior. Remedial and Special Educa-tion, 21(4), 194-208.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and eva-luate research in education. New York: McGraw-Hill.
  • Harrist, A.W.; Zaia, A.F.; Bates, J.E.; Dodge, K.A. And Petit, G.S. (1997). Subtypes of social withdrawal in early childhood: so-ciometric status and social-cognitive differences across four years. Child Development, 68, 278-292.
  • Henninger, W. R., & Gupta, S. S. (2014). How do children benefit from inc-lusion? In S. S. Gupta, W. R. Henninger, IV, & M. E. Vinh (Eds.), First steps to preschool inc-lusion: How to jumpstart your prog-ramwide plan (pp. 33-61). Baltimo-re, MD: Paul H. Brookes Publis-hing.
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There are 66 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Osman Ozokcu 0000-0001-5631-0495

Publication Date December 31, 2018
Published in Issue Year 2018 Volume: 10 Issue: 2

Cite

APA Ozokcu, O. (2018). Investigation of Peer Relationships of Children with and without Special Needs in the Preschool Period. International Journal of Early Childhood Special Education, 10(2), 92-105. https://doi.org/10.20489/intjecse.506875