Araştırma Makalesi
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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

Kaynakça

  • Akcamete, G., & Ceber, H. (1999). Kaynaştırılmış sınıflardaki işitme engelli ve işiten öğrencilerin sosyometrik statülerinin karşılaştırmalı olarak incelenmesi. Özel Eğitim Dergisi, 2(3), 64-74.
  • Bakkaloglu, H. (2010). A comparison of the loneliness levels of mainstreamed primary students according to their sociometric status. Procedia Social and Behavioral Sciences, 2, 330-336.
  • Baydık, B., & Bakkaloglu, H. (2009). Alt sosyoekonomik düzeydeki özel gereksinimli olan ve olmayan ilköğretim öğrencilerinin sosyometrik statülerini yordayan değişkenler. Kuram ve Uygulamada Eğitim Bilimleri, 9, 401-447.
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
  • Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.
  • Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20, 14-19.
  • Brown, W.H., Odom, S. L., Li, S. & Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. The Journal of Special Education, 33(3), 138-153.
  • Buysse, V., Goldman, B., & Skinner, M. L. (2002). Setting effects on friendship formation among young children with and without disabilities. Exceptional Children, 68, 503-517.
  • Çolak, A., Vuran, S. & Uzuner, Y., (2013). Kaynaştırma Uygulanan Bir İlköğretim Sınıfındaki Sosyal Yeterlik Özelliklerinin Betimlenmesi ve İyileştirilmesi Çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2) 33-49.
  • Çulhaoglu-Imrak, H. (2009). Okulöncesi dönemde kaynaştırma eğitimine ilişkin öğretmen ve ebeveyn tutumları ile kaynaştırma eğitimi uygulanan sınıflarda akran ilişkilerinin incelenmesi. Unpublished Master Thesis, Çukurova University, Adana.
  • Denzin, N. K., & Lincoln, Y. S. (1998). Collecting and interpreting qualitative materials. Thousand Oaks, CA: Sage.
  • Diamond, K. E., Hestenes, L. L., 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, 520–536.
  • Dyson, L. L. (2005). Kindergarten children’s understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25, 95-105.
  • Favazza, P. C. (1998). Preparing for children with disabilities in early childhood classrooms. Early Childhood Education Journal, 25, 255-258.
  • Gottlieb, J. (1981). Mainstreaming: Fulfilling the promise? American Journal of mental Deficiency, 86, 115-126.
  • Graue, M. E., & Walsh, D. J. (1998). Studying children in context: Theories, Methods, and Ethics. Thousand Oaks: Sage
  • Gresham, F. M., & Elliott, S. N.(1990). Social skills rating system manual. Circle Pines, MN: American Guidance Service.
  • Gresham, F. M., & Reschly, D. J. (1987). Dimensions of social competence: Method factors in the assessment of adaptive behavior, social skills and peer acceptance. Journal of School Psychology, 25, 367-381.
  • Guralnick, M. J. (2006). Peer relationships and the mental health of young children with intellectual delays. Journal of Policy and Practice in Intellectual Disabilities,3, 49–56.
  • Guralnick, M. J., Conner, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal of Mental Retardation, 100, 350–377.
  • Guralnick, M. J., Connor, R. T., Neville, B., & Hammond, M. A. (2006). Promoting the peer-related social development of young mildly delayed children: Effectiveness of a comprehensive intervention. American Journal of Mental Retardation, 111, 336-356.
  • Guralnic, M. J, & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed play groups. Child Development, 58, 1556-72.
  • Guralnick, M.J., Hammond, M.A.,& Connor, R.T. (2003). Subtypes of nonsocial play: Comparisons between young children with and without developmental delays. American Journal on Mental Retardation, 108, 347-362.
  • Hooper, S. R., & Umansky, W. (2008). Young children with special needs. 5th Editon. NewYork: Pearson.
  • Jenkins, J. R., Odom, S. L ., & Speltz, M. L. (1989) . Effects of social integration on preschool children with handicaps . Exceptional Children, 55, 420-428.
  • Kaya, I. (2005). Anasınıfı öğretmenlerinin kaynaştırma eğitimi uygulamalarında yeterlilik düzeylerinin değerlendirilmesi. Selçuk University, Konya.
  • Koster, M., Pijl, S. J., Nakken, H., & Van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57, 59-75.
  • Ladd, G. W. (2005). Children’s peer relations and social competence. New Haven, CT: Yale University Press.
  • Laws, G., Bates, G., Feuerstein, M., Mason-Apps, E., & White, C. (2012). Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviors and a change in placement organization. Child Language Teaching and Therapy, 28, 73-86.
  • Manetti, M., Schneider, B. H., & Siperstein, G. (2001). Social acceptance of children with mental retardation: Testing the contact hypothesis with an Italian sample. International Journal of Behavioral Development, 25, 279–286.
  • Metin, N. (1989). Okulöncesi dönemdeki down sendromlu ve normal gelişim gösteren çocukların entegrasyonunda sosyal iletişim davranışlarının incelenmesi. Unpublished Doctoral Dissertation, Hacettepe University, Ankara.
  • Nabors, L. A., & Keyes, L. A. (1997). Preschoolers’ social preferences for interacting with peers with physical differences. Journal of Pediatric Psychology, 22, 113-122.
  • Odom, S. L. (2000). Preschool Inclusion : What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
  • Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3-25.
  • Odom, S. L., Zercher, C., Shouming, L., 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, 807-823.
  • Ozbaba, N. (2000). Okulöncesi eğitimcilerinin ve ailelerin özel eğitime muhtaç çocuklar ile normal çocukların entegrasyonuna karşı tutumları. Unpublished Master Thesis, Marmara University, İstanbul.
  • Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low accepted children at risk? Psychological Bulletin, 102, 357-389.
  • Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52, 387-405.
  • Rafferty, Y., Piscitelli, V. & Boettcher, C. (2003). The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69, 467-479.
  • Republic of Turkey Prime Ministry Administration for Disabled People. (2006). Özürlü çocuklara yönelik rehabilitasyon ve özel eğitim hizmetleri çalışma raporu. Retrieved from http://www.ozida.gov.tr
  • Roberts, C., Zubrick, S. (1992). Factors influencing the social status of children with mild academic disabilities in regular classrooms. Exceptional Children, 59, 192-202.
  • Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51, 1227-1234.
  • Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
  • Sigelman, C. K., Miller, T. E., & Whitworth, L. A. (1986). The early development of stigmatizing reactions to physical differences. Journal of Applied Developmental Psychology, 7, 17–32.
  • Sucuoğlu, B., & Özokçu, O. (2005). Kaynaştırma öğrencilerinin sosyal becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim
  • Ummanel, A. (2007). An evaluation of the peer acceptance in pre-school children. Unpublished Master Thesis, Ankara University, Ankara.
  • Vuran, S. (2005). The sociometric status of students with disabilities in elementary level integration classes in Turkey. Eurasian Journal of Educational Research, 18, 217-235.
  • Walker, S. & Berthelsen, D. C. (2007). The social participation of young children with developmental disabilities in inclusive early childhood programs. Electronic Journal for Inclusive Education, 2(2). Retrieved from http://eprints.qut.edu.au
  • Yavuz, C. (2005). Okulöncesi eğitimde kaynaştırma eğitimi uygulamalarının değerlendirilmesi. Unpublished Master Thesis Gazi University, Ankara.

Okulöncesi Kaynaştırma Ortamlarında Yetersizliği Olan Çocukların Akran Kabulü

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

Sevgi Küçüker Nesrin Işıkoğlu Erdoğan Çiğdem Çürük

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

  • Akcamete, G., & Ceber, H. (1999). Kaynaştırılmış sınıflardaki işitme engelli ve işiten öğrencilerin sosyometrik statülerinin karşılaştırmalı olarak incelenmesi. Özel Eğitim Dergisi, 2(3), 64-74.
  • Bakkaloglu, H. (2010). A comparison of the loneliness levels of mainstreamed primary students according to their sociometric status. Procedia Social and Behavioral Sciences, 2, 330-336.
  • Baydık, B., & Bakkaloglu, H. (2009). Alt sosyoekonomik düzeydeki özel gereksinimli olan ve olmayan ilköğretim öğrencilerinin sosyometrik statülerini yordayan değişkenler. Kuram ve Uygulamada Eğitim Bilimleri, 9, 401-447.
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
  • Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.
  • Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20, 14-19.
  • Brown, W.H., Odom, S. L., Li, S. & Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. The Journal of Special Education, 33(3), 138-153.
  • Buysse, V., Goldman, B., & Skinner, M. L. (2002). Setting effects on friendship formation among young children with and without disabilities. Exceptional Children, 68, 503-517.
  • Çolak, A., Vuran, S. & Uzuner, Y., (2013). Kaynaştırma Uygulanan Bir İlköğretim Sınıfındaki Sosyal Yeterlik Özelliklerinin Betimlenmesi ve İyileştirilmesi Çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2) 33-49.
  • Çulhaoglu-Imrak, H. (2009). Okulöncesi dönemde kaynaştırma eğitimine ilişkin öğretmen ve ebeveyn tutumları ile kaynaştırma eğitimi uygulanan sınıflarda akran ilişkilerinin incelenmesi. Unpublished Master Thesis, Çukurova University, Adana.
  • Denzin, N. K., & Lincoln, Y. S. (1998). Collecting and interpreting qualitative materials. Thousand Oaks, CA: Sage.
  • Diamond, K. E., Hestenes, L. L., 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, 520–536.
  • Dyson, L. L. (2005). Kindergarten children’s understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25, 95-105.
  • Favazza, P. C. (1998). Preparing for children with disabilities in early childhood classrooms. Early Childhood Education Journal, 25, 255-258.
  • Gottlieb, J. (1981). Mainstreaming: Fulfilling the promise? American Journal of mental Deficiency, 86, 115-126.
  • Graue, M. E., & Walsh, D. J. (1998). Studying children in context: Theories, Methods, and Ethics. Thousand Oaks: Sage
  • Gresham, F. M., & Elliott, S. N.(1990). Social skills rating system manual. Circle Pines, MN: American Guidance Service.
  • Gresham, F. M., & Reschly, D. J. (1987). Dimensions of social competence: Method factors in the assessment of adaptive behavior, social skills and peer acceptance. Journal of School Psychology, 25, 367-381.
  • Guralnick, M. J. (2006). Peer relationships and the mental health of young children with intellectual delays. Journal of Policy and Practice in Intellectual Disabilities,3, 49–56.
  • Guralnick, M. J., Conner, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal of Mental Retardation, 100, 350–377.
  • Guralnick, M. J., Connor, R. T., Neville, B., & Hammond, M. A. (2006). Promoting the peer-related social development of young mildly delayed children: Effectiveness of a comprehensive intervention. American Journal of Mental Retardation, 111, 336-356.
  • Guralnic, M. J, & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed play groups. Child Development, 58, 1556-72.
  • Guralnick, M.J., Hammond, M.A.,& Connor, R.T. (2003). Subtypes of nonsocial play: Comparisons between young children with and without developmental delays. American Journal on Mental Retardation, 108, 347-362.
  • Hooper, S. R., & Umansky, W. (2008). Young children with special needs. 5th Editon. NewYork: Pearson.
  • Jenkins, J. R., Odom, S. L ., & Speltz, M. L. (1989) . Effects of social integration on preschool children with handicaps . Exceptional Children, 55, 420-428.
  • Kaya, I. (2005). Anasınıfı öğretmenlerinin kaynaştırma eğitimi uygulamalarında yeterlilik düzeylerinin değerlendirilmesi. Selçuk University, Konya.
  • Koster, M., Pijl, S. J., Nakken, H., & Van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57, 59-75.
  • Ladd, G. W. (2005). Children’s peer relations and social competence. New Haven, CT: Yale University Press.
  • Laws, G., Bates, G., Feuerstein, M., Mason-Apps, E., & White, C. (2012). Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviors and a change in placement organization. Child Language Teaching and Therapy, 28, 73-86.
  • Manetti, M., Schneider, B. H., & Siperstein, G. (2001). Social acceptance of children with mental retardation: Testing the contact hypothesis with an Italian sample. International Journal of Behavioral Development, 25, 279–286.
  • Metin, N. (1989). Okulöncesi dönemdeki down sendromlu ve normal gelişim gösteren çocukların entegrasyonunda sosyal iletişim davranışlarının incelenmesi. Unpublished Doctoral Dissertation, Hacettepe University, Ankara.
  • Nabors, L. A., & Keyes, L. A. (1997). Preschoolers’ social preferences for interacting with peers with physical differences. Journal of Pediatric Psychology, 22, 113-122.
  • Odom, S. L. (2000). Preschool Inclusion : What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
  • Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3-25.
  • Odom, S. L., Zercher, C., Shouming, L., 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, 807-823.
  • Ozbaba, N. (2000). Okulöncesi eğitimcilerinin ve ailelerin özel eğitime muhtaç çocuklar ile normal çocukların entegrasyonuna karşı tutumları. Unpublished Master Thesis, Marmara University, İstanbul.
  • Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low accepted children at risk? Psychological Bulletin, 102, 357-389.
  • Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52, 387-405.
  • Rafferty, Y., Piscitelli, V. & Boettcher, C. (2003). The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69, 467-479.
  • Republic of Turkey Prime Ministry Administration for Disabled People. (2006). Özürlü çocuklara yönelik rehabilitasyon ve özel eğitim hizmetleri çalışma raporu. Retrieved from http://www.ozida.gov.tr
  • Roberts, C., Zubrick, S. (1992). Factors influencing the social status of children with mild academic disabilities in regular classrooms. Exceptional Children, 59, 192-202.
  • Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51, 1227-1234.
  • Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
  • Sigelman, C. K., Miller, T. E., & Whitworth, L. A. (1986). The early development of stigmatizing reactions to physical differences. Journal of Applied Developmental Psychology, 7, 17–32.
  • Sucuoğlu, B., & Özokçu, O. (2005). Kaynaştırma öğrencilerinin sosyal becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim
  • Ummanel, A. (2007). An evaluation of the peer acceptance in pre-school children. Unpublished Master Thesis, Ankara University, Ankara.
  • Vuran, S. (2005). The sociometric status of students with disabilities in elementary level integration classes in Turkey. Eurasian Journal of Educational Research, 18, 217-235.
  • Walker, S. & Berthelsen, D. C. (2007). The social participation of young children with developmental disabilities in inclusive early childhood programs. Electronic Journal for Inclusive Education, 2(2). Retrieved from http://eprints.qut.edu.au
  • Yavuz, C. (2005). Okulöncesi eğitimde kaynaştırma eğitimi uygulamalarının değerlendirilmesi. Unpublished Master Thesis Gazi University, Ankara.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Sevgi Küçüker

Nesrin Işıkoğlu Erdoğan

Çiğdem Çürük Bu kişi benim

Yayımlanma Tarihi 1 Temmuz 2014
Gönderilme Tarihi 17 Şubat 2014
Kabul Tarihi 28 Nisan 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 36 Sayı: 36

Kaynak Göster

APA Küçüker, S., Işıkoğlu Erdoğan, N., & Çürük, Ç. (2014). Okulöncesi Kaynaştırma Ortamlarında Yetersizliği Olan Çocukların Akran Kabulü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 36(36), 163-178.
 Kapak Resmi İndir

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