Exploring how visible disabilities shape friendship dynamics in school settings

Karal M. A., HAZIR O.

CAMBRIDGE JOURNAL OF EDUCATION, cilt.55, sa.3, ss.401-419, 2025 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 55 Sayı: 3
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/0305764x.2025.2499100
  • Dergi Adı: CAMBRIDGE JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Periodicals Index Online, ATLA Religion Database, Communication & Mass Media Index, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, PAIS International, Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.401-419
  • Atatürk Üniversitesi Adresli: Evet

Özet

This study examines the perspectives of students without disabilities in T & uuml;rkiye towards their peers with disabilities. Data were collected from 161 students from grades 1 to 6 using five AI-generated images of children with disabilities (e.g. prosthetic leg, wheelchair) performing an action. Students described what they saw in the image and explained their friendship choice. Descriptive statistics and thematic analysis under a mixed-method convergent parallel design were used to indicate quantitative trends and qualitative insights. Hence, younger students (ages 6-8) described their peers according to the activities they performed (e.g. singing, playing ball), while older students (ages 9-11) tended to label their peers according to their disabilities (e.g. blind, crippled). These findings support that social perceptions of disability become more salient with age by societal effect, as social learning theory supports. Our study provides practical recommendations for promoting inclusive peer relationships and reducing the impact of social prejudice in schools.