Comparison of loneliness levels of normally developed students with mildly mentally retarded students attending special education and inclusion classes

In this study, the levels of loneliness of mildly mentally retarded students attending secondary school special education classes and integration classes were compared with normal developed students. The effects of gender, class levels, sibling numbers, birth order and close friends on the level of loneliness of the students were examined. The research group is composed of 5th , 6th, 7th. and 8th grade students of the official secondary schools with normal development, literate students diagnosed with mild mental retardation in these classrooms and other literate students diagnosed with mental retardation in special education classes in same schools affiliated to Şişli, Beyoğlu, Fatih, Kağithane, Eyüp and Sarıyer Provinces of Istanbul in the academic year 2016-2017. In the research, there were a total of 272 students, including 90 students with normal development, 93 mildly mentally retarded students attending the special education classes and 89 mildly mentally retarded students attending the inclusion class. The data on the loneliness levels of the students were collected with the "School-Based Loneliness Scale for Children" (Kaya, 2005). "Personal Information Form" prepared by the researcher was used to collect data about personal characteristics. (gender, class level, number of siblings, order of birth and number of close friends). The data were analyzed by using the SPSS 21.0 package program. As a result of the research, it was revealed that loneliness levels of integration students were higher than students of special education class and students with normal development. Loneliness levels of students in special education classes, mainstreaming and with normal development did not differ according to gender, class level and birth order. There was a significant difference between the loneliness levels of the students of the special education class and the variant of their sibling number. As a result of the research, it was seen that the loneliness levels of students who have no siblings and have 5 or more siblings were higher than those who have other numbers of siblings. There was no significant difference between the loneliness level of the other two groups (students with normal development and the mainstreaming students) and the number of siblings variant. There was a significant difference between the loneliness levels and the number of close friends in the special education class students and mainstreaming students. As a result of the research, it was revealed that the level of loneliness was found to be high in those who had no close friends (inclusion students) and one close friend (in the special education classes). There was no significant difference between the level of loneliness and the number of close friends in normal developed students.