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
  • 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:
      Turkey
    • Subject Terms:
      Piers Harris Childrens Self Concept Scale; Social Skills Rating System
    • 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