“…A number of studies have demonstrated that students with disabilities, such as mild intellectual disabilities, learning disabilities, and autism in inclusive settings reported more loneliness and less satisfaction in peer relationships compared to their typically developing peers (Heiman & Margalit, 1998;Jobe & White, 2007;Pavri & Luftig, 2001;Pavri & Monda-Amaya, 2000;Valas, 1999;Williams & Asher, 1992). However, a limited number of studies have examined the relationships between loneliness and self-concept (Fujiki, Brinton, & Todd, 1996), loneliness and social skills (Zeedyk, Cohen, Eisenhower, & Blacher, 2015), and loneliness and problem behaviors (Howell, Hauser-Cram, & Kersh, 2007). Moreover, only a few studies in Turkey have investigated the academic achievements and social and behavioral characteristics of SEN students in inclusive classrooms (Girli, 2013;Kanay & Girli, 2008;Sucuoglu & Ozokcu, 2005), and no studies have focused on the relationship of loneliness with self-concept, social skills, or problem behaviors of children with special needs except one study examined the relationship between the loneliness and social status of SEN students (Bakkaloglu, 2010).…”