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

Year 2022, Volume: 11 Issue: 2, 447 - 460, 31.12.2022

Amber Evlat , Hasan Avcıoğlu

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. 

Keywords

Peer relations, a student with special needs, teacher views.

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