Peer bullying in inclusive classes with special learning difficulties

In this study, it is aimed to investigate how peer bullying changes in middle school students according to demographic characteristics, the difference between the classes with inclusion students and non-bullying classes and the relationship between peer bullying and demographic characteristics. The sample of the study consists of 374 secondary school students from Şehit Murat Demirci secondary school students who volunteered to participate in the study. According to the results of the research, the victim and bully scores did not show statistically significant differences according to demographic characteristics (p> 0.05). According to the results of the correlation analysis, no statistically significant relationship was found between the demographic characteristics of the students and the victimization and bullying scores (p> 0.05). On the other hand, there was a statistically significant and positive relationship between victimization and bullying scores (r = 0.487; p <0.001). The difference in victimization was statistically significant (p <0.05) in the classrooms with and without inclusion students, while the bullying score did not show a significant difference (p> 0.05). The victimization score was higher in the classes with mainstream students.