Comparison of the self-concepts, social skills, problem behaviors, and loneliness levels of students with special needs in inclusive classrooms
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Dosyalar
Tarih
2015
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Students with Special Needs, Inclusion, Self-concept, Social Skills, Problem Behaviors, Loneliness
Kaynak
Educational Sciences-Theory & Practice
WoS Q Değeri
Q4
Scopus Q Değeri
N/A
Cilt
15
Sayı
6
