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The purpose of this study was to investigate the effects of small group of cooperative activities using
personality storybooks on the perception of young regular children and acceptance of peers with...
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The purpose of this study was to investigate the effects of small group of cooperative activities using
personality storybooks on the perception of young regular children and acceptance of peers with disabilities in an
inclusive kindergarten classroom. The subjects were 21 regular young children ages of 6 years old included P
kindergarten located in Kyounggi Province and a single group pre-post test design method was used for research
design. For research instrumentation, young children without disabilities were asked to use the questionnaires of
¡®disability perception¡¯ modified or supplemented on the basis of the Primary Student Survey of Handicapped
Person (PSSHP), and the ¡®peer acceptance¡¯ toward the children with disabilities was measured using the peer
rating scale. Regarding data analysis, corresponding sampling t test was used to find out the change of
¡®perception¡¯ of young regular children toward the peers with disabilities, and also the frequency analysis was
used to find out the ¡®peer acceptance¡¯ of young regular children toward peers with disabilities. The results of
this study were as follows: First, the small group of cooperative activities using personality storybooks had a
positive effect on the young regular children s ¡®perception¡¯ toward peers with special needs. Second, the small
group of cooperative activities using personality storybooks had a positive effect on ¡®peer acceptance¡¯ of the
young regular children toward peers with disabilities in an inclusive kindergarten classroom. This study suggests
the small group of cooperative activities using personality storybooks could be a positive effect on meaningful
teaching methods regarding ¡°Education for Disability Understanding¡± and its application in educational settings.
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