Peer relationships of preschoolers with developmental disabilities in inclusive classrooms from the perspectives of teachers in Türkiye

OpenAlex İngilizce

Abstract Examining peer relationships among young children with developmental disabilities in early childhood can increase their acceptance and well‐being in education. This study focused on the peer relationships of preschool children with various developmental disabilities in inclusive settings involving the participation of five teachers and one counsellor selected through purposive sampling. Children aged four to six years with conditions such as autism, chronic health problems, visual impairment, and speech difficulties participated. Through interviews and observations, the researchers found that both children with disabilities and their neurotypical peers display withdrawn and challenging behaviours in their interactions. Initially, peers excluded children with disabilities, but acceptance increased with adjustment. The study highlights the benefits of inclusive education for children with disabilities. It emphasizes the importance of developing positive relationships early for better social integration and improved mental health outcomes in education. Additionally, fostering understanding and empathy among peers can significantly enhance the social experiences of these children, contributing to a more supportive and accepting classroom environment.