Abstract:

The purpose of the study was to descriptively examine the social interaction skills of children with visual impairments and sighted children via direct observations in classroom settings. The study sample included a total of 60 children, 20 children with severe visual impairments (SD: 1.22), 20 children with low vision (SD: 1.32), and 20 sighted children (SD: 1.19) aged 60 to 72 months. All participating children attended kindergarten or private special education centers located in the capital city of Turkey, Ankara. Data collection was conducted during natural one-on-one play interactions with children. Study data were analyzed by coding children's social interaction skills using four code categories, Initiating Social Interaction, Maintaining Social Interaction, Supported Social Interaction, and Non-Interaction. Study results showed that children with visual impairments displayed lower levels of initiating and maintaining social interaction skills than their sighted peers. The findings of the study also indicated that children's vision levels were significantly correlated with their social interaction skills. Study results were discussed, and suggestions for future research were provided.

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