Examination of School Adaptation among Preschool Children with Special Needs

Abstract

The aim of the study is to examine the school adaptation status of children with special needs receiving preschool education. The research was designed with mixed method and simultaneous design. The study group of the research consists of children with special needs who receive education in official independent kindergartens affiliated to the Ministry of National Education, special education kindergartens and schools/classrooms affiliated to the Ministry of National Education in Istanbul. The data were collected using the "Demographic Information Form", "School Adaptation Teacher Rating Scale-Short Form (OSAS-SF)" and "Semi-structured Teacher Interview Form". As a result of the study, the data obtained from the scale were analysed using the statistical program for social sciences, while the qualitative data were analysed using Maxqda 2022 qualitative data analysis program. According to the findings of the study, when the mean scores of adaptation to school were analysed, the mean scores of girls, the mean scores of children who were educated in inclusive classrooms, and the mean scores of children who were educated in schools/classrooms affiliated to the Ministry of National Education were higher and significantly different. In addition, according to the type of disability the children had, the adjustment scores of the students with autism spectrum disorder were found to be lower. In the interviews with the teachers, the adaptation of children with special needs to school was evaluated and the adaptation problems and their reasons were mentioned. In line with these findings, it is seen that families' raising their children as independent individuals and providing them with self-care skills, as well as the teacher's acceptance of the child and co-operation with the family are among the important factors affecting school adaptation.