Peer Acceptance of Children with Disabilities in Inclusive Kindergarten Classrooms

Yıl 2014, Cilt: 36 Sayı: 36, 163 - 178, 01.07.2014

Sevgi Küçüker , Nesrin Işıkoğlu Erdoğan , Çiğdem Çürük

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

Okulöncesi Kaynaştırma Ortamlarında Yetersizliği Olan Çocukların Akran Kabulü

Öz

Yetersizliği
olan çocukların okulöncesi kaynaştırma eğitiminden olumlu kazanımlar elde
edebilmelerinde akran kabulü oldukça önemlidir. Bu betimsel çalışmasının amacı,
okulöncesi kaynaştırma ortamlarındaki hafif zihinsel yetersizliğe (ZY) sahip
çocukların akran kabulünü incelemektir. Çalışmaya, amaçlı örneklem yöntemiyle
belirlenen ZY olan üç çocuk ile aynı sınıflardaki normal gelişim gösteren (NG) 51
çocuk katılmıştır.  Yarı yapılandırılmış
görüşme yoluyla NG çocuklardan elde edilen veriler içerik analizi ile çözümlenmiştir.
Bulgular, ZY çocuklardan birisinin akranlarından kabul gördüğüne, birisinin
reddedildiğine, diğerinin sosyal kabulünün ise “ihtilaflı” olduğuna, yani hem
kabul hem de red gördüğüne işaret etmiştir. Bu çocuklarda sosyal becerilerin
gelişmiş olması akran kabulüyle ilişkiliyken, sosyal beceri yetersizlikleri ve
problem davranışlar ise akran reddiyle ilişkili görünmektedir. Çalışmanın
bulguları, okulöncesi kaynaştırma sınıflarında akran ilişkilerini ve sosyal
kabulü arttırmak üzere özel gereksinimli çocukların sosyal yeterliklerini
geliştirmeye yönelik iyi düzenlenmiş programların gerekliliğini desteklemektedir.
   

Anahtar Kelimeler

Akran kabulü, kaynaştırma, okulöncesi eğitim, yetersizliği olan çocuklar

Kaynakça

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