Research Article
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Year 2022, Volume: 11 Issue: 2, 447 - 460, 31.12.2022
https://doi.org/10.55020/iojpe.1134853

Abstract

References

  • Akman, B., & Gülay, H. (2010). The social skills of six-year-old Turkish children: a comparison by gender. Vulnerable Children and Youth Studies, 5(4), 330-343. https://doi.org/10.1080/17450128.2010.507809
  • Asi, D., & Karabay, S. (2022). Influence of course content on preschool teacher candidates’ classroom management strategies, professional beliefs and emotion regulation skills. SN Social Sciences, 2(12), 1-22.
  • Atalay, A. (2010). Akran zorbalığı gösterme ve akran zorbalığına maruz kalmanın cinsiyet, yaş, sosyoekonomik düzey, anne-baba tutumları, arkadaş ilişkileri ve benlik saygısı ile ilişkisi [Relationship of peer-bullying and peer victimization with gender, age, socioeconomiclevel, parental attitudes, peer relations and self-esteem]. (Unpublished master’s thesis). Dicle University.
  • Avcıoğlu, H. (2017). Classroom teachers’ behaviors and peers’ acceptance of students in ınclusive classrooms. Educational Sciences: Theory & Practice, 17(2), 463-492. https://doi.org/10.12738/estp.2017.2.0034
  • Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211–229. https://doi.org/10.1016/j.jsp.2006.02.002
  • Banks, J., McCoy, S., & Frawley, D. (2018). One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools, European Journal of Special Needs Education, 33(3), 396-411, https://doi.org/10.1080/08856257.2017.1327397
  • Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental psychology, 34(5), 934. http://www.sciepub.com/reference/78683
  • Brandley, L. (2001). Competing cues and prospective memory. 2001 pacific undergraduate research and creativity conference (pure). https://scholarlycommons.pacific.edu/purcc/2001/events/25/
  • Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230-242.
  • Chen, X., Chang, L., & He, Y. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 74(3), 710-727. https://doi.org/10.1111/1467-8624.00564
  • Chudgar, A., & Sankar, V. (2008). The relationship between teacher gender and student achievement: Evidence from five Indian states. Compare, 38(5), 627-642. https://doi.org/10.1080/03057920802351465
  • Dasioti, Α, & Kolaitis, G. (2018). Βullying and the mental health of schoolchildren with special educational needs in primary education. Psychiatriki, 29(2), 149-159. https://doi.org/10.22365/jpsych.2018.292.149
  • Dobbs, J., Arnold, D. H., & Doctoroff, G. L. (2004). Attention in the preschool classroom: The relationships among child gender, child misbehavior, and types of teacher attention. Early Child Development and Care, 174(3), 281–295.
  • Erten, H. (2012). Okul öncesi eğitime devam eden 5-6 yaş çocuklarının sosyal beceri, akran ilişkileri ve okula uyum düzeyleri arasındaki ilişkilerin izlenmesi [Following relations of 5-6 year-old children, who attend preschool education, in terms of social skills, peer relationships and school adjustment levels] (Unpublished master’s thesis). Pamukkale University.
  • Freire, S., Pipa, J., Aguiar, C., Vaz da Silva, F., & Moreira, S. (2020). Student–teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal, 46(3), 480-499.
  • Garcia-Reid, P. (2007). Examining social capital as a mechanism for improving school engagement among low income Hispanic girls. Youth & Society, 39(2), 164-181. https://doi.org/10.1177/0044118X07303263
  • Gülay, H. (2011). 5-6 yaş grubu çocuklarda okula uyum ve akran ilişkileri [School adjustment and peer relations in 5-6 year old children]. Electronic Journal Social Sciences, 10(36), 1-10.
  • Güven, E., & Cevher, N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin çeşitli değişkenler açısından incelenmesi [The level of preschool teachers’ classroom management skılls and ıts relatıons wıth dıfferent varıables]. Pamukkale University Journal of Education) 19(2), 1-22.
  • Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120. https://doi.org/10.1037/0003-066X.44.2.120
  • Humphrey, N., & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77-91. https://doi.org/10.1080/08856250903450855
  • Karasu, T., & Mutlu, Y. (2015). Öğretmenlerin perspektifinden özel eğitimde yaşanan sorunlar ve çözüm önerileri: Muş il örneği [The problems existing at special education and bring forward solution proposals from the view of teachers: the sample of Muş]. Journal of Social Sciences of Mus Alpaslan University, 2(1), 47-66. https://dergipark.org.tr/tr/pub/anemon/issue/1833/22330
  • Klima, T., & Repetti, R.L. (2008). Children's peer relations and psychological adjustment: Differences between close friendships and the larger peer group. Merrill-Palmer Quarterly, 54(2), 151-178. https://www.jstor.org/stable/23096282
  • Köse, A. (2015). Okul öncesi eğitim kurumlarında çalışan yöneticilerin uyguladıkları yönetim biçimleri ve problem çözme becerilerine yönelik algıları arasındaki ilişki [in Turkish] (Unpublished master’s thesis). Yeditepe University.
  • Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77(4), 822–846. https://doi.org/10.1111/j.1467 8624.2006.00905.x
  • Leve, L. D., Fisher, P. A., & DeGarmo, D. S. (2007). Peer relations at school entry: Sex differences in foster care outcomes. Merrill-Palmer Quarterly (Wayne State University. Press), 53(4), 557. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2645072/
  • McKellar, N. A. (1986). Behaviors used in peer tutoring. The Journal of Experimental Education, 54(3), 163-167. https://doi.org/10.1080/00220973.1986.10806416
  • Öncül, N. (2003). Kaynaştırma uygulaması yapılan ilköğretim okuluna devam eden zihin özürlü öğrencinin bulunduğu sınıfta normal çocuk annelerinin kaynaştırma uygulamasına ilişkin görüşleri [The Opinions of regular education students mothers in a primary school toward inclusion] (Unpublished master’s thesis). Anadolu University.
  • Özyürek, A., & Saka, A. (2016). Zihinsel yetersizliği olan çocuklar ve oyun ortamında akran etkileşimi [Mentally retarded children and peer interactions in the game environment]. Kalem International Journal of Education and Human Sciences, 7(1), 19-40.
  • Ogelman, H. G., Erol, A., Asar, H., Mumcular, F., Kıraç, M. H., & Kilimlioğlu, Ç. (2015). Okul öncesi eğitimi öğretmenlerinin çocukların akran ilişkilerine yönelik algılarının belirlenmesi [Determination of the perceptions of preschool teachers regarding the peer relations of children]. Route Educational and Social Science Journal, 2(3), 274-294.
  • Ogelman, H. G., & Erten Sarıkaya, H. (2013). Okul öncesi eğitimi almış çocukların akran ilişkileri değişkenlerinin 5 ve 6 yaşta incelenmesi iki yıllık boylamsal çalışma [Investigation of variables of peer relationships of children receiving preschool education in ages 5 and 6: a two-year longitudinal study]. Turkish Studies (Elektronik), 8(8), 1859-1871. https://app.trdizin.gov.tr/publication/paper/detail/TWpZMU56RTJOZz09
  • Ollendick, T. H., Weist, M. D., Borden, M. C., & Greene, R. W. (1992). Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal of Consulting and Clinical Psychology, 60(1), 80–87. https://doi.org/10.1037/0022-006X.60.1.80
  • Olweus, D. (1995). Bullying or peer abuse at school: Facts and interventions. Current Directions in Psychological Science, 4, 196–200. https://doi.org/10.1111/1467-8721.ep10772640
  • Oral, B., & Yazar, T. (2015). Öğretmen adaylarının yaşam boyu öğrenmeye ilişkin algılarının çeşitli değişkenlere göre incelenmesi [Examining the perception of prospective teachers about life-long learning in terms of various variables]. Electronic Journal of Social Sciences, 14(52), 1-11. https://doi.org/10.17755/esosder.72011
  • Ostrosky, M. M., & Jung, E. Y. (n.d.). Building positive teacher-child relationships. Center on the social and emotional foundations for early learning. http://csefel.vanderbilt.edu/briefs/wwb12.pdf
  • Perdue, N. H., Manzeske, D. P., & Estell, D. B. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097. https://doi.org/10.1002/pits.20446
  • Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458. https://doi.org/10.1080/02796015.2004.12086261
  • Pinto, C., Baines, E., & Bakopoulou, I. (2019). The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers. British Journal of Educational Psychology, 89(4), 818–837. https://doi.org/10.1111/bjep.12262
  • Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology, 49(6), 1174. https://doi.org/10.1037/a0028400
  • Riese, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25(5), 601-624. https://doi.org/10.1080/09518398.2011.605078
  • Rodkin, P. C., & Hodges, E. V. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32(3), 384–400. https://doi.org/10.1080/02796015.2003.12086207
  • Rowe, K. (2003). The importance of teacher quality as a key determinant of students’ experiences and outcomes of schooling. https://research.acer.edu.au/research_conference_2003/3
  • Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2000). Friendship is a moderating factor in the pathway between early harsh home environments and later peer group victimization. Developmental Psychology, 36(5), 646. https://psycnet.apa.org/buy/2000-15399-010
  • Shin, R., Daly, B., & Vera, E. (2007). The relationships of peer norms, ethnic identity, and peer support to school engagement in urban youth. Professional School Counseling, 10(4), 379–388. https://doi.org/10.5330/prsc.10.4.l0157553k063x29u
  • Smith, M., & Broomhead, K. E. (2019). Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND. Support for Learning, 34(1), 54-70. https://dx.doi.org/10.1111/1467-9604.12237
  • Song, S. Y. (2006). The role of protective peers and positive peer relationships in school bullying: How can peers help? (Unpublished doctoral thesis). University of Nebraska. https://digitalcommons.unl.edu/dissertations/AAI3230059/
  • Szewczyk‐Sokolowski, M., Bost, K. K., & Wainwright, A. B. (2005). Attachment, temperament, and preschool children's peer acceptance. Social Development, 14(3), 379-397. https://doi.org/10.1111/j.1467-9507.2005.00307.x
  • Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri [Content analysis and application examples for oral, written and other materials]. Epsilon Publishing.
  • Ümit, N. (2010). Ergenlerin duygusal zekaları ve saldırganlık düzeyleri arasındaki ilişkinin incelenmesi [The study of the relationship between adolescents' emotional intelligence and agressiveness level] (Unpublished master’s thesis). Gazi University.
  • Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of school psychology, 44(5), 331-349. https://doi.org/10.1016/j.jsp.2006.04.003
  • Uz Baş, A., & Siyez, D. M. (2011). Akranları tarafından kabul gören ve görmeyen ilköğretim okulu öğrencilerinin akran ilişkilerine yönelik algılarının incelenmesi [Examination of the perceptions of primary school students, who are accepted or not accepted by their peers, towards peer relations]. The Journal of Turkish Educational Sciences, 9(1), 43-70. https://dergipark.org.tr/tr/pub/tebd/issue/26101/275008
  • Wiener, J., & Schneider, B. H. (2002). A multisource exploration of the friendship patterns of children with and without learning disabilities. Journal of Abnormal Child Psychology, 30(2), 127-141. https://doi.org/10.1023/A:1014701215315

TEACHERS’ OPINIONS ON PEER RELATIONS BETWEEN STUDENTS WITH SPECIAL NEEDS IN PRIMARY EDUCATION

Year 2022, Volume: 11 Issue: 2, 447 - 460, 31.12.2022
https://doi.org/10.55020/iojpe.1134853

Abstract

Determining the factors affecting peer relations among students who need special education at the primary education level; peer relations have an important place in determining the problem situations encountered and in solving these problems. Therefore, this study aimed to determine the opinions of teachers about peer relations of students with special needs. For this purpose, the research was designed according to the qualitative research method. The research "content analysis model," one of the qualitative research methods, was used as a research model. The study group of the research consisted of 17 teachers working in two special education schools at the primary education level in Famagusta district of the Northern Cyprus. Teachers' opinions were collected from semi-structured interview techniques. According to teachers' opinions, the main problems encountered in peer relations among students are the problem of adaptation to school and aggressive behaviors. It has been concluded that the peer relationships of students with special education needs are essential for their cognitive development, adaptation to school, and development of learning skills. 

References

  • Akman, B., & Gülay, H. (2010). The social skills of six-year-old Turkish children: a comparison by gender. Vulnerable Children and Youth Studies, 5(4), 330-343. https://doi.org/10.1080/17450128.2010.507809
  • Asi, D., & Karabay, S. (2022). Influence of course content on preschool teacher candidates’ classroom management strategies, professional beliefs and emotion regulation skills. SN Social Sciences, 2(12), 1-22.
  • Atalay, A. (2010). Akran zorbalığı gösterme ve akran zorbalığına maruz kalmanın cinsiyet, yaş, sosyoekonomik düzey, anne-baba tutumları, arkadaş ilişkileri ve benlik saygısı ile ilişkisi [Relationship of peer-bullying and peer victimization with gender, age, socioeconomiclevel, parental attitudes, peer relations and self-esteem]. (Unpublished master’s thesis). Dicle University.
  • Avcıoğlu, H. (2017). Classroom teachers’ behaviors and peers’ acceptance of students in ınclusive classrooms. Educational Sciences: Theory & Practice, 17(2), 463-492. https://doi.org/10.12738/estp.2017.2.0034
  • Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211–229. https://doi.org/10.1016/j.jsp.2006.02.002
  • Banks, J., McCoy, S., & Frawley, D. (2018). One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools, European Journal of Special Needs Education, 33(3), 396-411, https://doi.org/10.1080/08856257.2017.1327397
  • Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental psychology, 34(5), 934. http://www.sciepub.com/reference/78683
  • Brandley, L. (2001). Competing cues and prospective memory. 2001 pacific undergraduate research and creativity conference (pure). https://scholarlycommons.pacific.edu/purcc/2001/events/25/
  • Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230-242.
  • Chen, X., Chang, L., & He, Y. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 74(3), 710-727. https://doi.org/10.1111/1467-8624.00564
  • Chudgar, A., & Sankar, V. (2008). The relationship between teacher gender and student achievement: Evidence from five Indian states. Compare, 38(5), 627-642. https://doi.org/10.1080/03057920802351465
  • Dasioti, Α, & Kolaitis, G. (2018). Βullying and the mental health of schoolchildren with special educational needs in primary education. Psychiatriki, 29(2), 149-159. https://doi.org/10.22365/jpsych.2018.292.149
  • Dobbs, J., Arnold, D. H., & Doctoroff, G. L. (2004). Attention in the preschool classroom: The relationships among child gender, child misbehavior, and types of teacher attention. Early Child Development and Care, 174(3), 281–295.
  • Erten, H. (2012). Okul öncesi eğitime devam eden 5-6 yaş çocuklarının sosyal beceri, akran ilişkileri ve okula uyum düzeyleri arasındaki ilişkilerin izlenmesi [Following relations of 5-6 year-old children, who attend preschool education, in terms of social skills, peer relationships and school adjustment levels] (Unpublished master’s thesis). Pamukkale University.
  • Freire, S., Pipa, J., Aguiar, C., Vaz da Silva, F., & Moreira, S. (2020). Student–teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal, 46(3), 480-499.
  • Garcia-Reid, P. (2007). Examining social capital as a mechanism for improving school engagement among low income Hispanic girls. Youth & Society, 39(2), 164-181. https://doi.org/10.1177/0044118X07303263
  • Gülay, H. (2011). 5-6 yaş grubu çocuklarda okula uyum ve akran ilişkileri [School adjustment and peer relations in 5-6 year old children]. Electronic Journal Social Sciences, 10(36), 1-10.
  • Güven, E., & Cevher, N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin çeşitli değişkenler açısından incelenmesi [The level of preschool teachers’ classroom management skılls and ıts relatıons wıth dıfferent varıables]. Pamukkale University Journal of Education) 19(2), 1-22.
  • Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120. https://doi.org/10.1037/0003-066X.44.2.120
  • Humphrey, N., & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77-91. https://doi.org/10.1080/08856250903450855
  • Karasu, T., & Mutlu, Y. (2015). Öğretmenlerin perspektifinden özel eğitimde yaşanan sorunlar ve çözüm önerileri: Muş il örneği [The problems existing at special education and bring forward solution proposals from the view of teachers: the sample of Muş]. Journal of Social Sciences of Mus Alpaslan University, 2(1), 47-66. https://dergipark.org.tr/tr/pub/anemon/issue/1833/22330
  • Klima, T., & Repetti, R.L. (2008). Children's peer relations and psychological adjustment: Differences between close friendships and the larger peer group. Merrill-Palmer Quarterly, 54(2), 151-178. https://www.jstor.org/stable/23096282
  • Köse, A. (2015). Okul öncesi eğitim kurumlarında çalışan yöneticilerin uyguladıkları yönetim biçimleri ve problem çözme becerilerine yönelik algıları arasındaki ilişki [in Turkish] (Unpublished master’s thesis). Yeditepe University.
  • Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77(4), 822–846. https://doi.org/10.1111/j.1467 8624.2006.00905.x
  • Leve, L. D., Fisher, P. A., & DeGarmo, D. S. (2007). Peer relations at school entry: Sex differences in foster care outcomes. Merrill-Palmer Quarterly (Wayne State University. Press), 53(4), 557. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2645072/
  • McKellar, N. A. (1986). Behaviors used in peer tutoring. The Journal of Experimental Education, 54(3), 163-167. https://doi.org/10.1080/00220973.1986.10806416
  • Öncül, N. (2003). Kaynaştırma uygulaması yapılan ilköğretim okuluna devam eden zihin özürlü öğrencinin bulunduğu sınıfta normal çocuk annelerinin kaynaştırma uygulamasına ilişkin görüşleri [The Opinions of regular education students mothers in a primary school toward inclusion] (Unpublished master’s thesis). Anadolu University.
  • Özyürek, A., & Saka, A. (2016). Zihinsel yetersizliği olan çocuklar ve oyun ortamında akran etkileşimi [Mentally retarded children and peer interactions in the game environment]. Kalem International Journal of Education and Human Sciences, 7(1), 19-40.
  • Ogelman, H. G., Erol, A., Asar, H., Mumcular, F., Kıraç, M. H., & Kilimlioğlu, Ç. (2015). Okul öncesi eğitimi öğretmenlerinin çocukların akran ilişkilerine yönelik algılarının belirlenmesi [Determination of the perceptions of preschool teachers regarding the peer relations of children]. Route Educational and Social Science Journal, 2(3), 274-294.
  • Ogelman, H. G., & Erten Sarıkaya, H. (2013). Okul öncesi eğitimi almış çocukların akran ilişkileri değişkenlerinin 5 ve 6 yaşta incelenmesi iki yıllık boylamsal çalışma [Investigation of variables of peer relationships of children receiving preschool education in ages 5 and 6: a two-year longitudinal study]. Turkish Studies (Elektronik), 8(8), 1859-1871. https://app.trdizin.gov.tr/publication/paper/detail/TWpZMU56RTJOZz09
  • Ollendick, T. H., Weist, M. D., Borden, M. C., & Greene, R. W. (1992). Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal of Consulting and Clinical Psychology, 60(1), 80–87. https://doi.org/10.1037/0022-006X.60.1.80
  • Olweus, D. (1995). Bullying or peer abuse at school: Facts and interventions. Current Directions in Psychological Science, 4, 196–200. https://doi.org/10.1111/1467-8721.ep10772640
  • Oral, B., & Yazar, T. (2015). Öğretmen adaylarının yaşam boyu öğrenmeye ilişkin algılarının çeşitli değişkenlere göre incelenmesi [Examining the perception of prospective teachers about life-long learning in terms of various variables]. Electronic Journal of Social Sciences, 14(52), 1-11. https://doi.org/10.17755/esosder.72011
  • Ostrosky, M. M., & Jung, E. Y. (n.d.). Building positive teacher-child relationships. Center on the social and emotional foundations for early learning. http://csefel.vanderbilt.edu/briefs/wwb12.pdf
  • Perdue, N. H., Manzeske, D. P., & Estell, D. B. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097. https://doi.org/10.1002/pits.20446
  • Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458. https://doi.org/10.1080/02796015.2004.12086261
  • Pinto, C., Baines, E., & Bakopoulou, I. (2019). The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers. British Journal of Educational Psychology, 89(4), 818–837. https://doi.org/10.1111/bjep.12262
  • Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology, 49(6), 1174. https://doi.org/10.1037/a0028400
  • Riese, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25(5), 601-624. https://doi.org/10.1080/09518398.2011.605078
  • Rodkin, P. C., & Hodges, E. V. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32(3), 384–400. https://doi.org/10.1080/02796015.2003.12086207
  • Rowe, K. (2003). The importance of teacher quality as a key determinant of students’ experiences and outcomes of schooling. https://research.acer.edu.au/research_conference_2003/3
  • Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2000). Friendship is a moderating factor in the pathway between early harsh home environments and later peer group victimization. Developmental Psychology, 36(5), 646. https://psycnet.apa.org/buy/2000-15399-010
  • Shin, R., Daly, B., & Vera, E. (2007). The relationships of peer norms, ethnic identity, and peer support to school engagement in urban youth. Professional School Counseling, 10(4), 379–388. https://doi.org/10.5330/prsc.10.4.l0157553k063x29u
  • Smith, M., & Broomhead, K. E. (2019). Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND. Support for Learning, 34(1), 54-70. https://dx.doi.org/10.1111/1467-9604.12237
  • Song, S. Y. (2006). The role of protective peers and positive peer relationships in school bullying: How can peers help? (Unpublished doctoral thesis). University of Nebraska. https://digitalcommons.unl.edu/dissertations/AAI3230059/
  • Szewczyk‐Sokolowski, M., Bost, K. K., & Wainwright, A. B. (2005). Attachment, temperament, and preschool children's peer acceptance. Social Development, 14(3), 379-397. https://doi.org/10.1111/j.1467-9507.2005.00307.x
  • Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri [Content analysis and application examples for oral, written and other materials]. Epsilon Publishing.
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There are 51 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Amber Evlat 0000-0002-9842-2484

Hasan Avcıoğlu 0000-0002-3464-2285

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 11 Issue: 2

Cite

APA Evlat, A., & Avcıoğlu, H. (2022). TEACHERS’ OPINIONS ON PEER RELATIONS BETWEEN STUDENTS WITH SPECIAL NEEDS IN PRIMARY EDUCATION. International Online Journal of Primary Education, 11(2), 447-460. https://doi.org/10.55020/iojpe.1134853

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