ABSTRACT

In this study, we examined and compared preschool children’s behavioural intentions towards and perceptions of peers with physical, intellectual and no disability. Capabilities and behavioural intentions scales, based on picture cards, were administered face-to-face to 144 preschool children. Significant differences were found between perceptions of and behavioural intentions towards children with physical, intellectual and no disability. When these differences were examined, it was determined that the perceptions on and behavioural intentions towards children with an intellectual disability were less positive than those towards children with a physical disability and no disability. Children’s behavioural intentions towards and perceptions of children with physical, intellectual and no disability did not differ according to participants’ variables. These findings show that in early childhood education, rather than just placing peers with disabilities in classroom environments, it is necessary to promote quality interactions.

摘要

在这项研究中，我们检查并比较了学龄前儿童对有身体、智力和无残疾的同龄人的行为意图和看法。基于图片卡片的能力和行为意图量表对 144 名学龄前儿童进行了面对面的管理。对身体、智力和无残疾儿童的看法和行为意图之间存在显着差异。当检查这些差异时，可以确定对智力残疾儿童的看法和行为意图不如对身体残疾和没有残疾的儿童积极。儿童对身体、智力和无残疾儿童的行为意图和看法并没有根据参与者的变量而有所不同。