Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Author/s: Sevgi Kucuker, Ilknur Cifci Tekinarslan

DOI: 10.12738/estp.2015.6.2331 

Year: 2015 Vol: 15 Number: 6

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.

Keywords
Students with special needs, Inclusion, Self-concept, Social skills, Problem behaviors, Loneliness

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