Building Inclusive Connections: The Role of Occupational Therapy in Enhancing Children's Interaction within Inclusive Education

The study aims to analyse student interactions within inclusive preschool settings, focusing on communication patterns and social dynamics among children with and without special educational needs. A qualitative, longitudinal field study was conducted in two preschool classrooms involving fourteen children, including three with special educational needs. Data collection comprised systematic classroom observations, unstructured teacher interviews, and a focus group discussion with children, followed by thematic analysis to identify patterns of inclusion, acceptance, and communication challenges. Thematic analysis revealed communication difficulties among certain children, particularly in peer exchanges; children with special educational needs experienced both isolation and selective acceptance by classmates. Teachers’ confidence in mediating peer interactions varied, and focus group feedback underscored the influence of classroom culture on inclusion. Overall, most children exhibited accepting attitudes toward peers with diverse abilities, although occasional exclusion persisted. Although a generally inclusive atmosphere prevailed, communication barriers sometimes led to social isolation of students with special educational needs. Integrating occupational therapy strategies—such as targeted communication supports and teacher‐mediated interaction exercises—can enhance peer inclusion. Furthermore, training educators to adapt instructional approaches that respect diversity is essential for promoting meaningful engagement in inclusive preschool environments.