Haciibrahimoglu, Binnur YildirimUstaoglu, Aysegul2025-03-232025-03-2320201350-293X1752-1807https://doi.org/10.1080/1350293X.2020.1755497https://hdl.handle.net/11486/5753Knowing 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.eninfo:eu-repo/semantics/closedAccessKindergartenearly childhooddisabilitypeer acceptancefriendshipArticle28339141210.1080/1350293X.2020.17554972-s2.0-85084852005Q1WOS:000533703900001Q2