AN EXAMINATION OF THE RELATIONSHIPS BETWEEN THE SOCIAL SKILL LEVELS, SELF CONCEPTS AND AGGRESSIVE BEHAVIOR OF STUDENTS WITH SPECIAL NEEDS IN THE PROCESS OF INCLUSION EDUCATION

Abstract

The purpose of this study is to examine the relationships between the social skill levels, aggressive behaviors and self concepts of primary school students with autism, intellectual disabilities and hearing disabilities who are continuing inclusion education. The research group consists of a total of 78 primary school students of which 20 have hearing disabilities, 30 have intellectual disabilities and 28 have autism with ages varying between 10 and 14. The questions of the study have been assessed via the Social Skills Evaluation Scale, Aggressiveness Scale and Self-esteem Scale for Children. In this study, the social skills, self esteems and aggressive behaviors of children with autism, intellectual disabilities or hearing disabilities were examined and these diagnostic groups were compared in terms of these three properties. It is observed that students with hearing disabilities have the highest points in aggressiveness whereas students with autism have the lowest. It has also been determined that students with intellectual disabilities have the lowest points in social skills and self concept. The relations between the sub-scales of the scales and the measured properties according to diagnostic groups have been discussed in the light of relevant literature.