Yetersizliği olan ve olmayan küçük çocuklar: Fiziksel yetersiziliği olan akranların algıları

Öz

Yetersizliği olan ve olmayan küçük çocukların yetersizliği olan ve olmayan diğer çocuklar hakkında algıları konusunda görüşmeler yapılmıştır. Her iki gruptaki çocuklar yetersizliği olan ve olmayan çocukların fiziksel, akademik ve sosyal yeterlilikleri hakkında genellikle olumlu ve gerçekçiydiler. Fakat normal gelişim gösteren çocuklarla kıyaslandığında yetersizliği olan çocuklar diğer yetersizliği olan çocukları fiziksel ve akademik alanlarda daha olumlu görme eğilimindeydiler. Sosyal alanlarda, daha fazla yetersizliği olmayan çocuk yetersizliği olan çocuklara göre daha olumlu yanıt vermiştir. Bu bulguların erken çocukluk eğitiminde başarılı kaynaştırma için yansımaları vardır.

Anahtar Kelimeler

• Yetersizliği olan küçük çocuklar, fiziksel yetersizlikler hakkında algılar, normal gelişim gösteren çocukların algıları.

Young Children with and without Disabilities: Perceptions of Peers with Physical Disabilities

Abstract

Young children with and without disabilities were interviewed regarding their perceptions of other children with and without disabilities. Both groups of children were generally positive and realistic about the physical, academic and social competence of children with and without disabilities. However, compared to typically developing children, children with disabilities tended to view other children with disabilities more positively in the physical and academic areas. In the social areas, more children without disabilities responded more positively than children with disabilities. These findings have implications for successful inclusion in early childhood education.

Keywords

• Young children with disabilities
• perceptions about physical disabilities
• typically developing children's perceptions.

Kaynakça

1. Buysse, V., Goldman, B.D., & Skinner, M. L. (2002). Friendship formation in inclusive early childhood classrooms: What is the teacher's role? Early Childhood Research Quarterly, 18(4), 485-501.
2. Brown, W. H., Odom, S. L., Li, S., Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. Journal of Special Education, 33, 138-153.
3. Conant, S., & Budoff, M. (1983). Patterns of awareness in children's understanding of disability. Mental Retardation, 21,119–125.
4. Diamond, K (1994). Evaluating preschool sensitivity to developmental differences. Topics in Early Childhood Education, 14, 49-63.
5. Diamond, K. (2001). Relationships among young children’s ideas, emotional understanding, and social contact with classmates with disabilities. Topics in Early Childhood Special Education, 21, 104-114.
6. Diamond, K. & Hestenes, L. (1996). Preschool children’s conceptions of disabilities: The salience of disability in children’s ideas about others. Topics in Early Childhood Special Education, 16, 458-475.
7. Diamond, K.E., Hestenes, E.S., Carpenter, E.S., & Innes, F. K. (1997). Relationships between enrollment in an inclusive class and preschool children’s ideas about people with disabilities. Topics in Early Childhood Special Education, 17(4), 520-537.
8. Diamond , K., & Hong, S. (2010) Young children’s decisions to include peers with physical disabilities in play. Journal of Early Intervention, 32(3), 163-177.

9. Diamond, K. E., & Innes, F. K. (2001). Young children's attitudes toward peers with disabilities. In M. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 159-178). Baltimore, MD: Paul Brookes.
10. Diamond, K. E., & Tu, H. (2009). Relations between classroom context, physical disability and preschool children's inclusion decisions. Journal of Applied Developmental Psychology, 30, 75-81.
11. Favazza, P. C., & Odom, S. L. (1997). Promoting positive attitudes of kindergarten-age children towards people with disabilities. Exceptional Children, 63(3), 405-418.
12. Favazza, P., Phillipsen, L. & Kumar, P. (2000). Measuring and promoting acceptance of young children with disabilities. Exceptional Children, 66(4), 491-509.
13. Guralnick, M. J., Neville, B., Hammond, M., & Connor, R. (2007). The friendships of young children with developmental delays: A longitudinal analysis. Journal of Applied Developmental Psychology, 28, 64-79.
14. Han, J., Ostrosky, M., Diamond, K. (2006). Children’s attitudes toward peers with disabilities: Children, 10(1), 2-11.
15. Hestenes, L. L. & Carroll, D. E. (2000). The play interactions of young children with and without disabilities: Individual and environmental influences. Early Childhood Research Quarterly, 15(2), 229-246.
16. Magiati, E., Dockrell, J. E., & Logotheti, A. (2002). Young children’s understanding of disabilities: The influence of development, context, and cognition. Applied Developmental Psychology, 23, 409– 430.
17. Morningstar, M.E., Turnbull, A.P., & Turnbull, H. R. (1995). What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life? Exceptional Children, 62(3), 249-260.
18. Nabors, L.A., & Keyes, L.A. (1997). Preschoolers' social preferences for interaction with peers with physical differences. Journal of Pediatric Psychology, 22, 113— 122.
19. Odom, S.L., Zercher, C., Li, S., Marquart, J.M., Sandall, S., & Brown, W.H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed- method analysis. Journal of Educational Psychology, 98(4), 807-823.
20. Okagaki, L., Diamond, K., Kontos, S., & Hestenes, L., (1998) Correlates of young children’s interactions with classmates with disabilities. Early Childhood Research Quarterly, 13(1), 67-86.
21. Paris, S. & Winigrad, P. (1990) Promoting metacognition and motivation of exceptional children. Remedial and Special Education, 11 (6) 7-15.
22. Peck, C. A., Carlson, P, & Helmstetter, E. (1992). Parent and teacher perceptions of outcomes for typically developing children enrolled in integrated early childhood programs: A statewide survey. Journal of Early Intervention, 16, 53-63.
23. Scott-Little, C., Kagan, S. L., & Frelow, V.S. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly, 21(3), 153-173.
24. Stoneman, Z. (1993). The effects of attitude on preschool integration. In C. Peck, S. L. Odom, & into community programs: Ecological perspectives on research and implementation (pp. 223-248). Baltimore, MD: Paul H. Brookes.
25. Trepanier-Street, M. & Romatowski, J. (1996). Young children’s attitudes toward the disabled: A classroom intervention using children’s literature. Early Childhood Education Journal, 24(1), 45-49.
26. Wendelborg, C. & Kvello, O. (2010). Perceived social acceptance and peer intimacy among children with disabilities in regular schools in Norway. Journal of Applied Research in Intellectual Disabilities, 23(2), 143-153.
27. Vaughn, S., Schumm, J.S., & Kouzekanani, K. (1993). What do students with learning disabilities think when their general education teachers make adaptations? Journal of Learning Disabilities,26, 545-555.