Quality peer relationships and participation of children with disabilities are considered to be pillars for successful relationships in adulthood. To find out the main characteristics of peer relationships and level of participation of children with disabilities, an ethnographic survey was conducted, i.e. video-recordings of peer interaction has been made. Collected data was analyzed according to Strauss and Corbin’s Grounded theory, precisely axial coding of molar activities (interaction sequences) was conducted. Overall 253 molar activities were analyzed (duration 8 hours, 38 minutes). Results showed three main levels of participation of children with disabilities in peer interaction: (1) exclusion (28,85%), inclusion (43,87%) and full participation/involvement (27,27%). Excluded children sited alone away from others, walked around the classroom with no contact with other children, practiced solitary play, and stereotypes, etc. Included children were imitating others, followed instructions of others, and actively respond to others’ initiative, etc. Full participation/involvement was seen in a child’ initiative (including initiating conflicts, and cheating during play), teaching others (scaffolding), and exclusion by free will, i.e. rejection of participation as act of own choice, etc. These results shows presence of various forms of participation of children with disabilities, varying from response to other’s initiative, and providing initiative and support, as well as rejecting others ideas and actions. This can be considered as a starting point for researching participation of children with disabilities in early education contexts, as part of sustainable social and individual life in adulthood.
Keywords: Early childhood, grounded theory, inclusive education, peers
