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Investigating the Relationship between the Demographic and specific Variables (social skills) with Teachers' Attitudes towards the Inclusive Education for students with disorder (slow learners) at Regular Schools

Author Affiliations

  • 1Farhangian University, Yazd Branch, Yazd, IRAN
  • 2 School Counselor, Yazd, IRAN

Res. J. Recent Sci., Volume 3, Issue (7), Pages 79-89, July,2 (2014)


This study aims at investigating the relationship between demographic and specific variables (social skills) associated with students with disorder at regular schools. The social skill rating scale is utilized in this study to measure the students' social skills. The demographic variables applied in this study include the age, parents' occupation, parents' income, parents' marital status, supervision, and student's status. Furthermore, the specific variables (social skills) in this paper include the cooperation, assertiveness and self-containment. The descriptive statistics such as the mean and standard deviation, skewness, kurtosis and the inferential statistics such as the data normality test, Pearson correlation coefficient, and analysis of variance (ANOVA) were utilized for statistical analysis of obtained data. Sampling was done through the stratified cluster random sampling. Rutter questionnaire (scale B Teachers) was applied for field research on slow learning, and Gresham and Elliott questionnaire for social skills. According to the main result of this study, there is no significant relationship between the components of social skills (cooperation, assertiveness, and self-containment) and students' age, parents' occupation, parents' marital status. On the other hand, there is an effective relationship between the components of social skills (cooperation, assertiveness, and self-containment) with the factors including the parents' income, and supervision over students. Moreover, there is an effective relationship between the components of social skills (cooperation, self-containment) with the supervision over students, but no significant relationship between the assertiveness component and the supervision over students.


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