Abstract
Individuals with special needs have such rights as benefiting from health services and obtaining an education which is consistent with their abilities. As long as they can use these rights effectively like other individuals do, they are satisfied, active and productive in their social lives. Individuals with special needs who were ignored and neglected for centuries became socially accepted after social values began to change in a positive direction. This positive change was mostly felt in the field of education. The purpose of this study is to display the social acceptance level of students with special needs by normal peers in inclusive classes in TRNC (Turkish Republic of Northern Cyprus). According to the findings, female participant students show more positive social acceptance towards inclusive students compared to male students, and it was found out that social acceptance level does not show any difference based on age of the participants.
Highlights
Individuals in the society naturally have different characteristics from each other
It is found out that students received scores above the mean value of 4.20 from the following expressions in social acceptance scale: “I would tell him the homework when he missed the class”, “I would stand by him in the queue”, “I would lend him my pen or pencil”, “I would help him solve maths problems”, “I would protect him if other children mocked him”, “I would play with him at school in free times”, “I would approach him and say “hello”“, “I would tell him about myself (I would mention myself)”, “would help him in group class projects”, and “I would meet him with my friends”
It is found out that students received scores between 3.40 and 4.19 on average from the following expressions in social acceptance scale: “I would play with him even after the school”, “I would invite him home”, “I would share my lunch with him”, “I would sit beside him at school trips”, “I would sometimes call him from home”, “I would praise him in areas where he is successful”, and “When we are playing peer games, I would choose him as my peer”
Summary
Individuals in the society naturally have different characteristics from each other Such differences are reflected to their education lives, as a result of which education environments should be regulated taking this fact into consideration. Individuals with special needs are educated in the same environment with their peers, as the term “inclusive class” indicates, which is a widely adopted method. Since 1970s, legislations have been made to allow for them to be educated with their normal peers in the same environment. Positive reflections of these legislations was effective in the adoption of inclusive education for students with special needs today
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