Inclusive Education From Children's Perspective
Examining Social, Emotional, and Academic Perceptions of Students With Learning Disabilities and Typically Developing Students
Bibliographic Data
| ID | 21376480 |
|---|---|
| Authors | Tansel Yazicioğlu (0000-0002-0946-2637, Special Education Department Education Faculty Kırıkkale University Kırıkkale Turkey), Adile Emel Sardohan Yıldırım (0000-0002-2393-299X, Special Education Department Education Faculty Akdeniz University Antalya Turkey, corresponding author), Kumaş Özlem Altindağ (0000-0002-6104-2381, Special Education Department Ziya Gökalp Education Faculty Dicle University Diyarbakır Turkey) |
| Year | 2025 |
| Volume | 62 |
| Issue | 9 |
| Pages | 2851-2859 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23506 |
| OpenAlex | W4409347452 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
Perceptions among students have grown increasingly diverse as inclusive education environments have become more widespread. This study aimed to compare the perceptions of students with learning disabilities to those of students with typical development in three core areas: social inclusive, emotional inclusive, and academic self‐concept. These dimensions were selected as key indicators of student engagement and overall well‐being in inclusive education settings. A causal‐comparative design was utilized, involving 138 students with learning disabilities and 241 peers with typical development who were enrolled in the 3rd and 4th grades in Turkey. To collect data, the Perceptions of Inclusion Questionnaire (PIQ‐S‐SLO) was employed. The research data were examined using SPSS 26, a statistical package program. The study outcomes showed that the perceptions of students with learning disabilities toward inclusive education differed from those of their peers with typical development. Moreover, the social connectedness, emotional connectedness, and academic self‐perceptions of students with learning disabilities were discovered to be lower than those of their peers with typical development
Autism · Developmental psychology · Emotional development · Empathy · Learning disability · Pedagogy · Perception · Perspective (graphical) · Perspective-taking · Social change · Social emotional learning · Typically developing · Collaborative Teaching and Inclusion · Early Childhood Education and Development · Family and Disability Support Research · Psychology · Social Psychology
Effects of inclusion on students with and without special educational needs reviewed
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands
Promoting Factors of Social Inclusion of Students With Special Educational Needs
From Specialised Classrooms to Mainstream Classrooms
Perceived social support and college student engagement
School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms
Inclusive education and the law in Ireland
Teacher support and the social classroom environment as predictors of student loneliness
Truly included? A literature study focusing on the social dimension of inclusion in education
Being part of the peer group
Teachers as agents of change
Statistical trends and developments within inclusive education in Turkey
Students’ attitudes toward disability
Student teachers’ experiences in teaching practice using team teaching in flexible learning space
Who Feels Included in School? Examining Feelings of Inclusion Among Students With Disabilities
Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |