Araştırma Makalesi
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Investigation of Peer Relationships of Children with and without Special Needs in the Preschool Period

Yıl 2018, Cilt: 10 Sayı: 2, 92 - 105, 31.12.2018
https://doi.org/10.20489/intjecse.506875

Öz





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.



Kaynakça

  • Akalın, S. (2007). İlköğretim birinci kade-medeki sınıf öğretmenleri ile kay-naştırma öğrencisi olan ve olma-yan öğrencilerin sınıf içi davranış-larının incelenmesi [An investiga-tion of the behaviors of the teac-hers and the students with and without disabilities in inclusive classrooms] (Master’s thesis, An-kara University, Ankara, Turkey). Retrieved from https://tez.yok.gov.tr/ UlusalTez-Merkezi
  • Bakkaloğlu, H., Sucuoğlu, N. B., & Özbek, A. B. (2017). Okul öncesi dönem-de özel gereksinimli çocukların ve akranlarının sosyal kabul düzeyle-rinin incelenmesi [Investigation of social acceptance levels of child-ren with and without special needs in pre-school period]. 5. Uluslara-rası Okul Öncesi Eğitim Kongre-si’nde sunulan sözlü bildiri [5th In-ternatioal Early Childhood Educa-tion Congress], Ankara, Türkiye.
  • 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.
  • Çulhaoğlu-İmrak, H., & Sığırtmaç, A. (2011). Kaynaştırma uygulanan okul öncesi sınıflarda akran ilişkile-rinin incelenmesi [Peer relations in preschool grades that apply ma-instreaming]. International Journal of Early Childhood Special Educa-tion, 3(1), 38–65.
  • Deschamps, P. K. H., Schutter, D. J. L. G., Kenemans, J. L., & Matthys, W. (2015). Empathy and prosocial behavior in response to sadness and distress in 6- to 7-year olds diagnosed with disruptive behavior disorder and attention-deficit hy-peractivity disorder. European Child & Adolescent Psychiatry, 24(1), 105-113.
  • 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.
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  • Kemp, C., & Carter, M. (2002). The social skills and social status of mainst-reamed students with intellectual disabilities. Educational Psycho-logy, 22(4), 391-411.
  • Kostelnik, M. J., Whiren, A. P., Soderman, A. K. & Gregory, K. (2005). Gui-ding children's social develop-ment. Theory to Practice. USA: Thomsom & Demler Learning
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Yıl 2018, Cilt: 10 Sayı: 2, 92 - 105, 31.12.2018
https://doi.org/10.20489/intjecse.506875

Öz

Kaynakça

  • Akalın, S. (2007). İlköğretim birinci kade-medeki sınıf öğretmenleri ile kay-naştırma öğrencisi olan ve olma-yan öğrencilerin sınıf içi davranış-larının incelenmesi [An investiga-tion of the behaviors of the teac-hers and the students with and without disabilities in inclusive classrooms] (Master’s thesis, An-kara University, Ankara, Turkey). Retrieved from https://tez.yok.gov.tr/ UlusalTez-Merkezi
  • Bakkaloğlu, H., Sucuoğlu, N. B., & Özbek, A. B. (2017). Okul öncesi dönem-de özel gereksinimli çocukların ve akranlarının sosyal kabul düzeyle-rinin incelenmesi [Investigation of social acceptance levels of child-ren with and without special needs in pre-school period]. 5. Uluslara-rası Okul Öncesi Eğitim Kongre-si’nde sunulan sözlü bildiri [5th In-ternatioal Early Childhood Educa-tion Congress], Ankara, Türkiye.
  • 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.
  • Çulhaoğlu-İmrak, H., & Sığırtmaç, A. (2011). Kaynaştırma uygulanan okul öncesi sınıflarda akran ilişkile-rinin incelenmesi [Peer relations in preschool grades that apply ma-instreaming]. International Journal of Early Childhood Special Educa-tion, 3(1), 38–65.
  • Deschamps, P. K. H., Schutter, D. J. L. G., Kenemans, J. L., & Matthys, W. (2015). Empathy and prosocial behavior in response to sadness and distress in 6- to 7-year olds diagnosed with disruptive behavior disorder and attention-deficit hy-peractivity disorder. European Child & Adolescent Psychiatry, 24(1), 105-113.
  • 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.
  • Kemp, C., & Carter, M. (2002). The social skills and social status of mainst-reamed students with intellectual disabilities. Educational Psycho-logy, 22(4), 391-411.
  • Kostelnik, M. J., Whiren, A. P., Soderman, A. K. & Gregory, K. (2005). Gui-ding children's social develop-ment. Theory to Practice. USA: Thomsom & Demler Learning
  • Küçüker, S., Erdoğan, N. I., & Çürük, Ç. (2014). Peer acceptance of child-ren with disabilities in inclusive kindergarden classrooms. Pamuk-kale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Jo-urnal of Education], 36, 163-177.
  • Köklü, N., Büyüköztürk, Ş. & Çokluk Bö-keoğlu, Ö. (2007). Sosyal bilimler için istatistik. [Statistic for social sciences]. Ankara:Pegem A Ya-yıncılık.
  • Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale:A teacher-report measure of young child-ren‟s aggressive, withdrawn, and prosocial behaviors. Developmen-tal Psychology, 32(6), 1008-1024.
  • Larrieve, B., & Horne, M. D. (1991). Social status: A comparison of mainstre-amed students with peers of diff erent ability levels. The Journal of Special Education, 25(1), 90-101.
  • Ministry of National Education. (1997). Özel Eğitim Hakkında Kanun Hükmünde Kararname. [Special education law] http://www.mevzuat.gov.tr/MevzuatMetin/4.5.573.pdf
  • Ministry of National Education. (2013). Bütünleştirme kapsamında eğitim uygulamaları öğretmen kılavuz ki-tabı. [Inclusive education teachers guide book]. Ankara: MEB Yayın-ları
  • Mertens, D. M. (2014). Research and eva-luation in education and psycho-logy: Integrating diversity with qu-antitative, qualitative, and mixed methods. Los Angeles: Sage Pub-lications.
  • Odom, S. L., Vitztum, J., Wolery, R., Lie-ber, J., Sandall, S., Hanson, M. J., Horn, E. (2004). Preschool inclu-sion in the United States: A review of research from an ecological sys-tems perspective. Journal of Re-search in Special Educational Ne-eds, 4, 17-49.
  • Odom, S. L., Zercher, C., Li, S., Marquart, J., & Sandall, S. & Brown, W. H. (2006). Social acceptance and social rejection of young children with disabilities in inclusive clas-ses. Journal of Educational Psyc-hology, 98, 807-823.
  • Parker, J.G., & Asher, S.R. (1987). Peer relations and later personal ad-justments: Are low accepted child-ren at risk? Psychological Bulletin, 102, 357–389
  • Persson, G.E.B. (2005). Developmental perspectives on prosocial and aggressive motives in preschoo-lers’ peer interactions. Internatio-nal Journal of Behavioral Deve-lopment, 29(1), 80-91.
  • Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educati-onal Research, 52, 387-405.
  • Roberts, C., & Zubrick, S. (1992). Factors influencing the social status of children with mild academic disabi-lities irregular classrooms. Excepti-onal Children, 59(3), 192–202.
  • Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer eco-logy: Four questions for psycholo-gists and school professionals. School Psychology Review, 32(3), 384-400.
  • Salı, G. (2014). Okulöncesi dönem çocuk-larında akran ilişkilerinin ve akran şiddetine maruz kalmanın çeşitli değişkenler açısından incelenmesi [An examination of peer relations-hips and exposure to peer violen-ce among pre-school children in terms of different variables]. Çuku-rova Üniversitesi Eğitim Fakültesi Dergisi [Cukurova University Fa-culty of Education Journal], 43(2), 195-216.
  • Sater, G. M., & French, D. C. (1989). A comparison of the social compe-tencies of learning disabled and low achieving elementary-aged children. The Journal of Special Education, 23(1), 29-42.
  • Saylor, C. F., & Leach, J. B. (2008). Per-ceived bullying and social support in students accessing special ınc-lusion programming. Journal Of Developmental and Physical Disa-bilities, 21, 69–80.
  • Seçer, Z., Gülay-Ogelman, H., Önder, A. & Berengi, S. (2012). Analysing mothers’ self-efficacy perception towards parenting in relation to peer relationships of 5-6 year-old preschool children. Educational Sciences: Theory & Practice, 12(3): 2001-2008.
  • Sucuoğlu, B. (2004). Türkiye’de kaynaştırma uygulama-ları:Yayınlar, araştırmalar (1980-2005) [Implementation of inclusion in Turkey: Publications/research (1980-2005)]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi [Ankara University Faculty of Educational Sciences Journal of Special Education], 5(2) 15-23.
  • Sucuoğlu, B., & Kargın, T. (2006). Kaynaştırma uygulamaları: Yak-laşımlar, yöntemler, teknikler [In-clusion Practices:Approach, meth-ods, techniques]. İstanbul: Morpa Yayınları.
  • Sucuoğlu, B., & Özokçu, O. (2005). Kay-naştırma öğrencilerinin sosyal be-cerilerinin değerlendirilmesi [Eva-luating mainstreaming students’ social skills]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eği-tim Dergisi [Ankara University Fa-culty of Educational Sciences Jo-urnal of Special Education], 6(1), 41–58.
  • Stone, W. L., & La Greca, A. M. (1990). The social status of children with learning disabilities:A reexamina-tion. Journal of Learning Disabili-ties, 23(1), 32-37.
  • Şahbaz, Ü. (2004). Kaynaştırma sınıfları-na devam eden zihin engelli öğ-rencilerin sosyal kabul düzeylerinin belirlenmesi [Determing the social-acceptance levels of students with mental retardation continuing onto integration classes]. In A. Konrot (Ed.), Özel Eğitimden Yansıma-lar/13. Ulusal özel eğitim kongresi bildirileri [Reflections on Special Education: Reports from the 13th National Special Education Cong-ress] (pp. 82–92). Ankara, Turkey: Kök Yayıncılık.
  • Tallandini, M. A. (2004). Aggressive be-havior ın children’s doll’s house play. Aggressive Behavior, 30, 504-519.
  • Taylor, A. R., Asher, S. R., & Williams, G. A. (1987). The social adaptation of mainstreamed mildly retarded children. Child Development, 58, 1321-1334.
  • Uluyurt, F. (2012). Bazı değişkenlere göre okul öncesi eğitim kurumuna de-vam eden 5-6 yaş çocuklarının ak-ran ilişkiler [Ongoing pre-school education institutions of some va-riables of peer relations children aged 5-6]. (Master’s thesis, Selçuk University, Konya, Turkey). Retrie-ved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Walker, S., Berthelsen, A., & Irving, K. (2001). Temperament and peer acceptance in early childhood: Sex and social status differences. Child Study Journal, 31(3), 177-192.
  • Walker, S. (2004). Teacher reports of so-cial behavior and peer acceptance in early childhood: Sex and social status differences. Child Study Journal, 34(1), 13-28.
  • Walker, S. (2005). Gender differences in the relationship between young children’s peer-related social com-petence and individual differences in theory of mind. The Journal of Genetic Psychology, 166(3), 297-312.
  • Yoleri, S., & Seven, S. (2014). Analyzing effect of age and sex differences on prosocial behavior of preschool children. International Journal of Social Science, 29, 261-270.
  • Yüce, G. (2015) Okulöncesi eğitime de-vam eden özel gereksinimli ve normal gelişim gösteren çocukların akran ilişkileri ve akran şiddetine maruz kalma düzeylerinin belirlen-mesi [Peer relationships and the level of peer victimization among children with special needs who receive special education and children with normal development]. (Master’s thesis, Mehmet Akif Er-soy University, Uşak, Turkey). Ret-rieved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Vuran, S. (2005). The sociometric status of students with disabilities in ele-mentary level integration classes in Turkey. Eurasian Journal of Educational Research, 18, 217-235.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Osman Ozokcu 0000-0001-5631-0495

Yayımlanma Tarihi 31 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 10 Sayı: 2

Kaynak Göster

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