Abstract
The aim of this study was to investigate the differences in loneliness levels among children with low academic achievement, special needs and without special needs in terms of sociometric status in mainstreamed elementary classrooms. Data were collected via Student Information Form, Social Skills Rating System-Teacher Form, Children's Loneliness Scale and Peer Nomination Form. Findings revealed that the loneliness levels of students without special needs were significantly lower than the other two groups and that students in all three groups rated as popular scored significantly lower on the loneliness scale than students rated as rejected by their peers on sociometric measures.
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