Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/9973
Title: Comparison of the self-concepts, social skills, problem behaviors, and loneliness levels of students with special needs in inclusive classrooms
Authors: Küçüker, Sevgi
Tekinarslanb, I.C.
Keywords: Inclusion
Loneliness
Problem behaviors
Self-concept
Social skills
Students with special needs
Publisher: Edam
Abstract: This study examines whether the self-concepts, social skills, problem behaviors, and loneliness levels of students with special educational needs (SEN) in inclusive elementary classrooms differ from those of students without special educational needs (non-SEN). This study also aimed to identify the roles of self-concept, social skills, and problem behaviors in predicting the loneliness levels of SEN students. The study group comprised 272 students (4th and 5th graders) attending inclusive elementary classrooms. A total of 140 were SEN and 132 were non-SEN students. The Social Skills and the Problem Behaviors Scales of the Social Skills Rating System-Teacher Form (SSRS-TF), the Children’s Loneliness Scale (CLS), and the Piers–Harris Children’s Self-Concept Scale (PHCSCS) were used as data collection tools. The findings showed that the self-concepts, social skills, problem behaviors, and loneliness levels of the SEN students were significantly different than those of the non-SEN students. It was also found that self-concept and social skills were significant predictors of the loneliness levels of SEN students. The findings were discussed regarding the related literature and the inclusive practices in Turkey. © 2015 EDAM.
URI: https://hdl.handle.net/11499/9973
https://doi.org/10.12738/estp.2015.6.2331
ISSN: 1303-0485
Appears in Collections:Eğitim Fakültesi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
TR Dizin İndeksli Yayınlar Koleksiyonu / TR Dizin Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection

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