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

Yıl 2023, Cilt: 6 Sayı: 3, 521 - 531, 25.10.2023

Zekiye Özkan

https://doi.org/10.33438/ijdshs.1336407

Öz

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.

Anahtar Kelimeler

School Social Behaviors, Social Competence, Physical Education, Negative Social Behavior

Kaynakça

• Akçamete, G. (2009). Starting special education.. G. Akcamete (Ed.), Students with special needs and special education in general education schools. (2. Baskı) içinde (s. 29-57) Ankara: Kök Publishing. ISBN: 978975499491.9
• Arslan, İ. M. (2013). Comparison of social skill levels of educable students who attend and do not attend business school. Unpublished Master's Thesis, Institute of Social Sciences Yeditepe University, Istanbul.
• Avcıoğlu, H. (2012). The effectiveness of cooperative learning and drama methods in teaching social skills to children with intellectual disabilities. Education and Science, 37(163).
• Baykoç-Dönmez, N. (2018). Children with Special Needs and Special Education. N. Baykoc– Donmez (Ed.), Special Education and Inclusion for Teaching Programs. (pp. 15–25). Ankara: Izge Publishing
• Campbell, C., Hansen, D. J., & Nangle, D. W. (2010). Social skills and psychological adjustment. In D. W. Nangle, D. J. Hansen, C. A. Erdley, & P. J. Norton (Eds.), Practitioner's guide to empirically based measures of social skills (pp. 51–67). Springer Publishing Company. https://doi. org/10.1007/978-1-4419-0609-04
• Csóti, M. (2001). Social awareness skills for children. London: JKP.
• Çifci Tekinarslan, I., Sazak Pinar, E., & Sucuoglu, B. (2012). Teachers' and Mothers' Assessment of Social Skills of Students with Mental Retardation. Educational Sciences: Theory and Practice, 12(4), 2783-2788.
• Çevik, O., & Kabasakal, K. (2013). Investigation of the effects of sports activities on the social cohesion and socialization of people with disabilities. International Journal of Social and Economic Sciences, 3(2), 74-83.
• Çitil, M.,& Özkubat, U. (2020). The Comparison of the Social Skills, Problem Behaviours and Academic Competence of Gifted Students and Their Non-Gifted Peers. International Journal of Progressive Education, 16(6), 296-312. 10.29329/ijpe.4-83. 2020.280.18
• Demirci, P.T. & Tzarova, R. (2021). Effect of the Physical Education and Sport Classes on the Physical Capacity of Children with Special Educational Needs. Educational Policy Analysis and Strategic Research, 16(1), 328-355. doi: 10.29329/epasr.2020.334.18
• Duran, M., Çeliköz, N., & Topaloğlu, A. Ö. (2013). Determining the social skill levels of secondary school students. İnönü University Faculty of Education Journal, 14(2), 121-137.
• Eren, S. (2012). Investigation of Social Skill Levels of Hearing Impaired Students at Primary Education Level. (Master's Thesis). Dokuz Eylul University, Institute of Educational Sciences, Izmir.
• Esentürk, O. K., & Güngör, N. B. (2020). The Effect of Peer-Mediated Adaptive Physical Activity Program on Problem Behaviors of Mentally Handicapped Students. Journal of Education and Learning, 9(3), 163-173.
• Fussell, J. J., Macias, M. M., & Saylor, C. F. (2005). Social skills and behavior problems in children with disabilities with and without siblings. Child Psychiatry and Human Development, 36,(2) 227-241. DOI: 10.1007/s10578-005-4185-6
• Goudas, M., & Magotsiou, E. (2009). The effects of a cooperative physical education program on students’ social skills. Journal of applied sport Psychology, 21(3), 356-364. DOI: 10.1080/10413200903026058
• Gül, O.S. (2018) Social skills and social competence. I.Ç Tekinaraslan N Öncül.(Eds.) ,in Teaching social adaptation skills in special education.( pp. 3-37). Ankara: Visa Academic. ISBN: 978-605-7989-23-9
• Işıklar, A., Bilgin, M., & Bilgin, M. (2015). Investigation of Primary School Students' Social Adjustment Levels to School. Bitlis Eren University Journal of Social Sciences, 4(2).
• İlhan, L. (2008). The effect of physical education and sports on socialization levels of trainable mentally retarded children. Kastamonu Journal of Education, 16(1), 315-324.
• Junge, C., Valkenburg, P. M., Deković, M., & Branje, S. (2020). The building blocks of social competence: Contributions of the Consortium of Individual Development. DevelopmentalCognitiveNeuroscience, 45,100861.https://doi.org/10.1016/j.dcn.20100861
• Kara, A., & Şahin, M. (2021). Investigation of Social Skills, Physical Activity and Academic Achievement Characteristics of Secondary School Students. Journal of Health and Sport Sciences, 4(2), 30-41.
• Karacan, Ç., Kaba, Z., Yenigün, Ö., Aydın, M., & Bayazıt, B. (2003). Examining the changes in the skill levels of the inclusion group and the educable mentally disabled group through rhythm and dance studies. Istanbul University Journal of Sports Sciences, 11(3), 132–136.
• Karasar, N. (2000). Scientific research method. Nobel Publication Distribution. ISBN:9786055426583 Kuruoğlu,. Y. A., & Uzunçayır, D. (2020). The effect of adapted water exercises on social skills in children with intellectual disability. Gazi Journal of Physical Education and Sport Sciences, 25(2), 117-126.
• Merrell, K. W. (1993). Using behavior rating scales to assess social skills and antisocial behavior in school settings: Development of the School Social Behavior Scales. School Psychology Review, 22(1),115-134.
• More, C. (2008). Digital stories targeting social skills for children with disabilities: Multidimensional learning. Intervention in School and Clinic, 43(3), 168 177.https:// doi.org/10.1177/1053 451207312919
• Nişli M.Y., Şirinkan, A., Acar, Z.A., Öz Nişli, E. and Toy, H. (2021). The Investigation of Acquisition Sufficiency of Physical Education Lesson Aims in A Special Education School in Turkey: A Pilot Study. Int J Disabil Sports Health Sci;4(1):24-37. https://doi.org/ 10.33438/ijdshs.800381
• Samalot-Rivera, A. (2007). The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders (Doctoral dissertation, The Ohio State University).
• Sarı, H., & Deniz, S. (2017). Children with special needs and their families. S. Rakap (Ed.), Education of children with special needs. (14 ed.) translation (pp. 3-27). Ankara: Nobel Publishing. ISBN: 9786053206880
• Sazak-Pınar, E., Çifci-Tekinarslan, İ., & Sucuoğlu, B. (2012). Assessing teachers’ and mothers’ expectancies for social skills of children with mental retardation. Elementary Education Online, 11(2), 353–368.
• Serin, Ç. G. E. (2012). A Comparison of Social Skill Levels and Behavioral Problems of Mentally Handicapped Adolescents and Their Parents' General Self-Efficacy Perception Levels. (Unpublished Master's Thesis). Dokuz Eylul University Institute of Educational Sciences, İzmir.
• Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and adolescent mental health, 8(2), 84-96. https://doi.org/10. 1111/ 1475-3588.00051
• Sülün, K., & Girli, A. (2016). Investigation of social skills of mainstreaming students studying in primary education general education class and special education class. Batı Anadolu Journal of Educational Sciences, 7(13), 1-24.
• Şahin, A., & Şahin, F. (2020). The effects of participation in sports on the development of social skills in mentally handicapped children. Mediterranean Journal of Sport Sciences, 3(2), 236-242.10.38021/ asbid. 764254,
• Toksöz, E. (2019). “1-8. Investigation of Social Skill Levels of Students with Intellectual Disability in Class in Terms of Different Variables According to Parents' and Teachers' Views". (Master's Thesis). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
• Van der Sluys, M. E., Zijlmans, J., Ket, J. C. F., Marhe, R., Popma, A., Scherder, E. J. A., & van der Laan, P. H. (2022). The efficacy of physical activity interventions in reducing antisocial behavior: a meta-analytic review. Journal of Experimental Criminology, 1-27. https://doi.org/10.1007 /s11292-022-09536-8
• Yaman, T. (2015). Investigation Of The Effects Of Physical Education and Play On The Social Skill Acquisition Of Mildly Mentally Disabled İndividuals. Unpublished master's thesis, Mehmet Akif Ersoy University .Institute of Educational Sciences, Burdur.
• Yıldırım, F. (2013). Opinions of Elazig science and art center students on social studies course and their motivation levels. (Unpublished master's thesis). Firat University, Institute of Educational Sciences Elazig.
• Yılmaz, A. (2017). The effect of physical education and game practices on physical fitness, educational performance and school social behavior of children with mild mental retardation.(PhD Thesis). Sakarya University Institute of Education Sciences.
• Yılmaz, A., & Soyer, F. (2018). Effect of physical education and play applications on school social behaviors of mild-level intellectually disabled children. Education Sciences, 8, 89; 2-8.
• Yüksel, Y. M. (2009). Adaptation of school social behavior scales (OSS) into Turkish. Educational Sciences in Theory and Practice, 9(3), 1605-1650.
• Uz Baş, A. (2003). Investigation of the Relationship between Social Skills and School Adjustment and Depression Levels of Primary School 4th and 5th Grade Students. Unpublished Doctoral Thesis, Izmir, Dokuz Eylül University Institute of Educational Sciences.