Investigation of the children's relationship in the inclusive preschool classroom of a child with autism spectrum disorder

Peer relationships in inclusive classes play a critical role in the life of children with normal development and children with special education needs. Especially children with autism spectrum disorders, known for their social skills deficiencies, can develop or vice versa they may encounter negative result with peer relationships in inclusive environments. This research was carried out to investigate the peer relationships of a child with autism spectrum disorder in inclusive preschool institution. This qualitative case study research, within the scope of peer relationships of children; peer acceptance, rejection and bullying behaviors, childrens with normal development definitions of children with autism spectrum disorder, and the social status of the child with autism spectrum disorder were examined. The participants of this study are twenty-one children with normal development and a child whit autism spectrum disorder who were attending an official kindergarten in Yuregir district of Adana province, aged between 60-72 months and determined by purposeful sampling method. The data of the research was collected through classroom observations and interviews(draw-tell and sociometry). During the 2019 fall period, the behaviors of the children about peer relationships were examined with classroom observations during the play time, and interviews were made with the children with draw-tell and sociometry technique twice, both at the beginning and the end of the 2019 fall period. Content analysis was used in the analysis of the data. As a result of the study, it was found that child with autism spectrum disorder has exhibited a wide variety of peer acceptance behaviors, and can display positive attitudes, behaviors and interact. Despite the fact that the child with autism spectrum disorder shows the behavior of starting verbal communication against her peers, she was not successful in maintaining this communication. Although the child with autism spectrum disorder has a lot of peer acceptance behaviors, peer rejection and bullying behaviors were also observed intensely. While physical violence in the classroom was not observed from both sides at the beginning of the period, it occurred in the later months. Verbal violence, on the other hand, was not observed in children with autism spectrum disorders at the beginning of the period, but was applied by their peers who developed normally from the first month. In addition, prosocial behaviors were found to develop in children with normal development. In the interviews with children with normal development, the descriptions of underestimating and incapable their friends who had autism spectrum disorders were noticed. It has been revealed that childrens think that the child with autism spectrum disorder is at a young age. Inconsistency was observed between the definitions of peer acceptance and behavior of children with normal development. It was determined that the child with autism spectrum disorder did not enter any of the social groups among friends at the beginning of the school and was in the other category, and at the end of the process he was in the excluded-neglected child category. The findings are discussed within the framework of the relevant literature and ecological theory. Keywords: peer relations, inclusive preschool, autism spectrum disorder, peer acceptance, peer rejection