Evaluation of School Social Behaviors of Students with Special Needs From the Perspectives of Physical Education and Branch Teachers

Abstract

This study aimed to evaluate the school social behavior of students with special needs from the perspective of physical education and branch teachers. The school social behavior scale was used in this study. The study was carried out by scanning method. The school social behaviors of 218 students in secondary school were evaluated by both their physical education and branch teachers according to their course performances. When the findings obtained in the research were evaluated, no significant difference was detected in the total and sub-dimensions of students' social competence in physical education and branch courses (p>0.05). Students' antisocial behavior, hostile- irritable scores and antisocial-aggressive scores in the physical education course were found to be significantly lower than in other branch courses (p<0.05). No difference was detected in the demanding-disruptive (p>0.05). According to the gender variable, a significant difference was found in favor of female students in the total and sub-dimensions of social competence in both physical education and branch courses (p <0.05). While there was a significant difference in the total and sub-dimensions of social competence of the students participating in school activities in physical education and other branch courses (p <0.05), there was no significant difference in the total and sub-dimensions of antisocial behavior (p>0.05). As a result, it was determined that the school social behaviors of students with special needs were similar in physical education and branch classes. It has been determined that students who participate in school activities have more positive school social behaviors.