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Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms
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- Author(s): Kucukera, Sevgi; Cifci Tekinarslan, Ilknur
- Language:
English- Source:
Educational Sciences: Theory and Practice. Dec 2015 15(6):1559-1573.- Publication Date:
2015- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: [email protected]; Web site: http://www.estp.com.tr/
- Peer Reviewed: Y
- Source: 15
- Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools - Subject Terms: Inclusion; Disabilities; Psychological Patterns; Interpersonal Competence; Self Concept; Behavior Problems; Elementary School Students; Grade 4; Grade 5; Foreign Countries; Test Validity; Test Reliability; Comparative Analysis; Predictor Variables; Surveys; Multiple Regression Analysis; Scores; Statistical Analysis
- Subject Terms:
- Subject Terms:
- ISSN: 1303-0485
- 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.
- Abstract: As Provided
- Number of References: 104
- Publication Date: 2016
- Accession Number: EJ1101246
- Availability:
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