Exploring how visible disabilities shape friendship dynamics in school settings

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dc.contributor.authorKaral, Muhammed Akif
dc.contributor.authorHazir, Oguzhan
dc.date.accessioned2026-04-25T14:20:06Z
dc.date.available2026-04-25T14:20:06Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractThis study examines the perspectives of students without disabilities in T & uuml;rkiye towards their peers with disabilities. Data were collected from 161 students from grades 1 to 6 using five AI-generated images of children with disabilities (e.g. prosthetic leg, wheelchair) performing an action. Students described what they saw in the image and explained their friendship choice. Descriptive statistics and thematic analysis under a mixed-method convergent parallel design were used to indicate quantitative trends and qualitative insights. Hence, younger students (ages 6-8) described their peers according to the activities they performed (e.g. singing, playing ball), while older students (ages 9-11) tended to label their peers according to their disabilities (e.g. blind, crippled). These findings support that social perceptions of disability become more salient with age by societal effect, as social learning theory supports. Our study provides practical recommendations for promoting inclusive peer relationships and reducing the impact of social prejudice in schools.
dc.identifier.doi10.1080/0305764X.2025.2499100
dc.identifier.endpage419
dc.identifier.issn0305-764X
dc.identifier.issn1469-3577
dc.identifier.issue3
dc.identifier.orcid0000-0001-6010-9364
dc.identifier.scopus2-s2.0-105005508086
dc.identifier.scopusqualityQ1
dc.identifier.startpage401
dc.identifier.urihttps://doi.org/10.1080/0305764X.2025.2499100
dc.identifier.urihttps://hdl.handle.net/11486/8371
dc.identifier.volume55
dc.identifier.wosWOS:001488685900001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofCambridge Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260420
dc.subjectInclusion
dc.subjectsocial acceptance
dc.subjectstudents with disabilities
dc.subjectstudents without disabilities
dc.titleExploring how visible disabilities shape friendship dynamics in school settings
dc.typeArticle

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