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Abstract


Interaction Between Children With Special Needs and Children With Normal Development in Pre-School Classes with Inclusive Education and the Duties of Teachers to Increase Interaction

Developments and changes in current life conditions enable children to meet with educational institutions at early ages and have an education together with their peers. This enables the strengthening of interaction between children, development of peer relationships and supports social emotional development. The development of interaction and peer relationships is important to children with normal development as well as children with special needs. The strongest interaction between children with special needs and children with normal development can be achieved in the education environment with inclusive education. Increasing the interaction of children positively effects their academic and social gains. Interaction of children with special needs with their peers, their position among their peers and structure of peer relationship effects their orientation to school in future education periods. The pre-school period is a critical period where children start to form attitudes towards individuals with different properties and develop interaction skills. Therefore, by considering factors that affect interaction between teachers and children, it is important to conduct studies to strengthen and support interaction between children. To develop interaction and friendly relationships between children with special needs and children with normal development, there is need to meet multiple opportunities planned by teachers in the class environment. Teachers must have the sensitive balance to help support interaction and standing one step back. Such that teachers must facilitate children’s interaction with planning, avoid interruptions and avoid taking control. This way, plans that include all children and strategies developed to increase interaction affects the interaction of children with special needs and positively contribute to peer relationships by increasing social acceptance. This way, a sense of belonging of children with special needs develops in the class. Accordingly, in this study interaction between children with special needs and children with normal development and the duties of teachers to increase this interaction will be interpreted and explained in this study.



Keywords
inclusion, interaction, children with special needs, children with normal development



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