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Young children with and without disabilities were interviewed regarding their perceptions of other children with and without disabilities. Both groups of children were generally positive and realistic about the physical, academic and social competence of children with and without disabilities. However, compared to typically developing children, children with disabilities tended to view other children with disabilities more positively in the physical and academic areas. In the social areas, more children without disabilities responded more positively than children with disabilities. These findings have implications for successful inclusion in early childhood education.
young children with and withutdis were interviewed with their perceptions of other children with and withutdis both groups of children were generally positive and realistic abut the physical academic and social perception of children with and withutdis however compared to children with disciplined to view other children with discipline more positively in the physical and academic areas ın the social areas more children withutdis responded more positively than children with disabilities these examples of implications for successful positions in early education education education education education
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