Examination of social support and social acceptance levels of students with and without special needs

The aim of this research is to examine the social support and social acceptance levels of students with special needs who receive inclusive education in secondary schools and students with typically developingwho share the same class with these students. The population of the research consists of secondary school students studying in secondary schools in Bolu province and students with special needs who receive inclusive education in these schools. The sample of the study consisted of students in 5 secondary schools, which were determined by cluster sampling method among secondary schools located in the city center of Bolu. The data of the study were collected with "Social Acceptance Scale" and "Child and Adolescent Social Support Scale". The data were analyzed with the SPSS 15.0 program. In the findings of the study, it was determined that secondary school students who received inclusive education were not socially accepted by their peers. It was determined that typically developing students had higher levels of perceived social support from their parents, teachers, and friends than their peers with special needs in their classrooms. Based on the findings, it was suggested to develop teacher competencies and inform students and their families in order to increase social acceptance for individuals with special needs and the level of social support provided to individuals with special needs.