Identifying of Knowledge Levels of Classroom Teachers Who Have Students with Special Needs in their Classrooms about Teaching Social Skills

Elif Sazak Pınar, Bülbin Sucuoğlu, Nükhet Çıkrıkçı Demirtaşlı

Abstract

The purpose of this study was to determine classroom teachers’ knowledge level on teaching social skills and to examine whether grade levels and educational backgrounds of the teachers affect their knowledge. The study group consists of 172 general education classroom teachers working in inclusive classrooms in Bolu. Demographic Information Form of Teachers and Social Skills Teaching Knowledge Test) developed by the researchers were used in this study. The first finding of this study is that teachers’ knowledge about teaching social skills and social skills techniques (modeling, rehearsal, and rewarding) is insufficient. Another important finding of this study is knowledge levels of teachers about teaching social skills did not significantly differ in terms of grade levels or types of programs teachers graduated

Keywords

Knowledge levels of social skills training, general education teachers, inclusion

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