How does Students with and without Disabilities Perceive Student'Teacher Relationship in Inclusive Elementary Classrooms?

This investigation aims to examine the differences in perceived Student'Teacher Relationship (STR) among students with mild intellectual disabilities (SMID), low academic achievement (SLAA) and high academic (SHAA) achievement in Turkish inclusive elementary classrooms. Student participants were interviewed to complete a scale. Teacher participants completed teacher demographic information, student and classroom information forms. The findings indicate that except students' gender, teachers and students demographic characteristics do not affect the students' perceptions of the STR. Girls appear to be more satisfied in STRs than boys. SMID and SLAA are less satisfied in STRs than high achieving group. The satisfaction levels of the child participants in the emotional, informational and closeness dimensions of the STR were significantly different for SMID. The results demonstrate that the participants' ratings of closeness significantly differ from the emotional and informational support dimensions.