Multidimensional examination of psychological counseling and guidance needs of inclusion students

This study aimed to determine the psychological counseling and guidance needs of students with special needs who continue their education with inclusion practices at the primary school level according to the opinions of their classroom teachers, parents and psychological counselors. The sample of the study is total of 858 participant. The participants include classroom teachers (n=348), parents (n=346) and psychological counselors (n=164) who have inclusive students attending primary school in five different districts of Mersin which were selected with the purposive sampling method in the 2021-2022 academic year. The Questionnaire for Determining the Psychological Counseling and Guidance Needs of Inclusion Students, which was developed by the researcher, was used as a data collection tool in the research. In the analysis of the data, percentage, frequency statistics and chi-square analysis technique were used. As a result of the research, it was found that the opinions about the psychological counseling and guidance needs of the primary school students focused on social emotional and career development areas and the needs in the areas of social emotional and career development were more prioritized than the needs in the academic development areas of the primary school students.In addition, the high percentage of all three groups participating in the study, marking the items as "They need" and expressing their opinions, draws attention to the necessity of providing the psychological counseling and guidance services offered to inclusion students in accordance with the characteristics of these students. The subjects that are thought to be the most needed are for inclusion students to cope with the emotional problems they experience, to explore their areas of interest, to support career development, and to develop a positive perspective towards themselves.