The acceptance of Turkish kindergarten children toward children with disabilities

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dc.authoridUstaoglu, Aysegul/0000-0003-2865-448X
dc.contributor.authorHaciibrahimoglu, Binnur Yildirim
dc.contributor.authorUstaoglu, Aysegul
dc.date.accessioned2025-03-23T19:34:51Z
dc.date.available2025-03-23T19:34:51Z
dc.date.issued2020
dc.departmentSinop Üniversitesi
dc.description.abstractKnowing how children who display normal development perceive their peers with special needs is key to preparing a better inclusive education and raising mindful generations. In this study, we aimed to investigate the attitudes of kindergarten children toward their peers with special needs. For this reason, The Acceptance Scale for Kindergarten-Revised (ASK-R) developed from Favazza, Ostrosky, Luing and Mouzourou [2014. Accepted scale for kindergarten-Revised ASK-R (2nd ed.). Establishing the efficacy of the Special Friends program (Grant number R324A080071). Washington, DC: Institute of Education Sciences, U.S. Department of Education.] was adapted into Turkish. Participants were 144 children (M-age=61.86), including 76 girls and 69 boys from 10 kindergarten classrooms in the Giresun province, Turkey. Our results indicated that the Turkish version of the ASK-R scale is a valid and reliable measurement tool. Further, the children participating in the study showed a medium level of acceptance toward their peers with special needs, but not significant difference was found in the acceptance level of children who displayed normal development toward their peers with disabilities based on the 'gender' and 'existence of disabled children in the classroom' variables. The potential importance of using ASK-R in inclusive practices as well as study implications is addressed in the discussion.
dc.identifier.doi10.1080/1350293X.2020.1755497
dc.identifier.endpage412
dc.identifier.issn1350-293X
dc.identifier.issn1752-1807
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85084852005
dc.identifier.scopusqualityQ1
dc.identifier.startpage391
dc.identifier.urihttps://doi.org/10.1080/1350293X.2020.1755497
dc.identifier.urihttps://hdl.handle.net/11486/5753
dc.identifier.volume28
dc.identifier.wosWOS:000533703900001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEuropean Early Childhood Education Research Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectKindergarten
dc.subjectearly childhood
dc.subjectdisability
dc.subjectpeer acceptance
dc.subjectfriendship
dc.titleThe acceptance of Turkish kindergarten children toward children with disabilities
dc.typeArticle

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