Akademik Veri Yönetim Sistemi
International Journal of Inclusive Education, 2026 (SSCI, Scopus)
The aim of this study is to examine the language and communication difficulties experienced by a non-Turkish-speaking Syrian refugee child in a preschool setting. The participant was a 66-month-old girl from a non-Turkish-speaking family enrolled in an independent kindergarten. A holistic single-case design within a qualitative research approach was used. Data were collected through observations and anecdotal records over a six-week period. In the first week, preliminary observations were conducted, followed by 60 structured activities implemented in the child's natural educational environment over four weeks. No direct intervention was applied during observations; instead, covert supports were integrated into daily classroom routines. The study focused on the child's Turkish language development and communication skills, including initiating interaction, peer engagement and play preferences. Findings indicated that adaptations in daily routines, end-of-day reflections, inclusive storybook reading and participation in group activities contributed positively to the child's language acquisition and communication development in a natural setting.