Peer Acceptance of Children with Disabilities in Inclusive Kindergarten Classrooms
Öz
Peer
acceptance is considered crucial to gain positive outcomes for young children
with disabilities in inclusive early childhood education. The purpose of this qualitative case study is to
investigate peer acceptance of young children with mild intellectual
disabilities (ID) in inclusive early childhood programs. Through a purposeful sampling
technique, three children with ID and their 51 typically developing classmates
were included in the study. Data were gathered through semi-structured
interviews with the classmates and the content was analyzed. Differences in
peer acceptance were evident across three cases: one was socially accepted, one
was socially rejected, and third was socially “controversial”, that is, he was
both accepted and rejected. While good social skills of children with ID were
closely related to the peer acceptance, social skill deficits and problem
behaviors were related to the peer rejection. Therefore, well-designed
practices that promote social competence in inclusive early childhood
classrooms are needed to enhance the social interactions and peer acceptance of
young children with disabilities.
Anahtar Kelimeler
Peer acceptance,inclusion,preschool education,children with disabilities
Kaynakça
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