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

Osman Ozokcu

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.

Keywords

Early childhood education, precshool period, inclusion, peer relations, children with and without special needs

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