Derleme
BibTex RIS Kaynak Göster

The Review of International and National Efforts to Foster Inclusive Education: Implications of Teacher Education

Yıl 2022, Cilt: 4 Sayı: 2, 35 - 45, 30.12.2022
https://doi.org/10.37233/TRSPED.2022.0132

Öz

Inclusion and diversity have recently been among the significant concerns of the countries, and education of all children equally with their physical, mental, emotional, and social diversities in inclusive settings are topical issues in many countries. This article aims to display the efforts to foster inclusion in international and national contexts and discuss the implications of these efforts. As the examined literature and current efforts indicated, inclusive education has flourished and been supported in recent years, especially in European and American schools, due to the efforts put in for about a century. As a natural reflection of these efforts, teacher education in many countries has also been reframed, considering the notion of inclusiveness. In Turkey, the issue of inclusion has been documented through regulations for many decades; however, only in recent years has worthwhile attention been given by policymakers, educational researchers, and practitioners.

Kaynakça

  • Anderson J. A. & Cousik, R (2015). Grand accomplishment or work in progress: An introduction to special education in the United States. In M. G. Njoku, C. C., Anieke, P.J. McDevitt (Eds). Frontiers in Education: Advances, Issues, New Perspectives (ABCIC Books: Enugu, Nigeria.
  • Basic Law of National Education (1973). Retrieved from http://mevzuat.meb.gov.tr/html/temkanun_0/temelkanun_0.html
  • CEC (Council for Exceptional Children). (n.d.). About us. Retrived from http://www.cec.sped.org/About-Us
  • Connor, D. J., & Cavendish, W. (2020). ‘Sit in my seat’: perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms. International Journal of Inclusive Education, 24(3), 288-309.
  • Convention on the Rights of Persons with Disabilities (n.d.). Retrieved from http://www.un.org/disabilities/convention/conventionfull.shtml
  • Dare, L. & Nowicki, E. (2018). Strategies for inclusion: Learning from students' perspectives on acceleration in inclusive education. Teaching and Teacher Education, 69(1), 243-252.
  • Education for All Handicapped Children Act. (1975). Retrieved from https://www.gpo.gov/fdsys/pkg/STATUTE-89/pdf/STATUTE-89-Pg773.pdf
  • Education for All Movement. (n.d.). Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/
  • Education Reform Initiative (2011).Türkiye’de kaynaştırma yoluyla eğitimin durumu. Retrieved from http://www.sabancivakfi.org/files/html/programlar/tghp/Tohum_Kaynastirma_Durum_Raporu.pdf
  • Gokdere, M. (2012). A comparative study of the attitude, concern, and interaction levels of elementary school teachers and teacher candidates towards inclusive education. Educational Sciences: Theory and Practice, 12(4), 2800-2806.
  • HEC (Higher Education Council). (n.d.). Undergraduate teacher education programs. Retrieved from http://www.yok.gov.tr/web/guest/icerik/-/journal_content/56_INSTANCE_rEHF8BIsfYRx/10279/49875 IDEA (n.d.). Building the legacy. Retrived from http://idea.ed.gov/
  • Killoran, I., Woronko, D., & Zaretsky, H. (2014). Exploring preservice teachers' attitudes towards inclusion. International Journal of Inclusive Education, 18(4), 427-442.
  • Melekoglu, M. A. , Cakiroglu, O. & Malmgren, K. W. (2009). Special education in Turkey, International Journal of Inclusive Education, 13(3), 287-298.
  • MNE (1997). Özel eğitim hakkında kanun hükmünde kararname (No.573) (Delegated legislation on special education). Retrieved from http://mevzuat.meb.gov.tr/html/1041.html
  • MNE (2008). Öğretmen yeterlilikleri kitabı (Teacher competencies book). Retrieved from http://otmg.meb.gov.tr/belgeler/ogretmen_yeterlikleri_kitabi Öğretmen_Yeterlikleri_Kitabı_genel_yeterlikler_parça_2.pdf
  • MNE (2010). Okullarımızda neden niçin nasıl kaynaştırma? (Inclusion at our schools: why and How? Ankara: Milli Eğitim Bakanlığı Yayınları.
  • MNE (2010a). Evaluation of the practices of inclusion at elementary schools in Turkey. Retrieved from http://www.meb.gov.tr/earged/earged/ilk_kaynas_eg_uyg_deg.pdf
  • MNE (2012). Özel eğitim hizmetleri yönetmeliği (Regulation for Special Education Services). Retrieved from http://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf
  • MNE (2015). Milli Eğitim istatistikleri: Örgün eğitim 2014-2015) (National Education Statistics: formal education 2014-2015) . Ankara: Milli Eğitim Bakanlığı Yayınları. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2014_2015.pdf
  • MNE. (1983). Özel eğitime muhtaç çocuklar kanunu (no. 2916) (Law of Children with Special Needs). Retrieved from http://www.kanunum.com/files/2916-1.pdf
  • Moran, A. (2007). Embracing inclusive teacher education. European Journal of Teacher Education, 30(2), 119-134. National Council on Disability. (2000). Back to school on civil rights. Retrieved from https://www.ncd.gov/rawmedia_repository/7bfb3c01_5c95_4d33_94b7_b80171d0b1bc.pdf
  • Robinson, D. (2017). Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education, 61, 164-178.
  • Senel, H. G. (1998) Special education in Turkey. European Journal of Special Needs Education, 13(3), 254–26. Standard rules on the equalization of opportunities for persons with disabilities. (n.d.) Retrieved from http://www.un.org/disabilities/default.asp?id=26
  • The Constitution of the Republic of Turkey (1982). Retrieved from https://www.tbmm.gov.tr/anayasa/anayasa82.htm UNESCO (2000). The Dakar framework for action. Retrieved from http://unesdoc.unesco.org/images/0012/001211/121147e.pdf
  • UNESCO (United Nations Educational, Scientific and Cultural Organization) (1990). Meeting Basic Learning Needs: A Vision for the 1990s. Background Document. World Conference on Education for All. Retrieved from http://unesdoc.unesco.org/images/0009/000975/097552e.pdf
  • UNESCO. (1994). World declaration on education for all and framework for action to meet basic learning needs. Retrieved from http://unesdoc.unesco.org/images/0012/001275/127583e.pdf
  • UNESCO. (1994a). The Salamanca statement: framework for action. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
  • UNESCO. (2005). Guidelines for inclusion: Ensuring the access to education for all. Retrieved on 29th August, 2020 from: http://unesdoc.unesco.org/images/0014/ 001402/140224e.pdf.
  • United Nations Decade of Disabled Persons. (n.d.) Retrieved from http://www.un.org/esa/socdev/enable/disunddp.htm United Nations Treaty Collection (n.d.). 15. Convention on the rights of persons with disabilities. Retrieved from https://treaties.un.org/Pages/ViewDetails.aspx?src=TREATY&mtdsg_no=IV-15&chapter=4&lang=en
  • US Department of Education. (2010). Education and inclusion in the United States: An overview. Retrived from http://www.ibe.unesco.org/National_Reports/ICE_2008/usa_NR08.pdf
  • Whitaker, M. C., & Valtierra, K. M. (2018). Enhancing preservice teachers’ motivation to teach diverse learners. Teaching and Teacher Education, 73, 171-182.
  • World Programme of Action Concerning Disabled Persons. (n.d.). Retrieved from http://www.un.org/disabilities/default.asp?id=23

Kapsayıcı Eğitimi Teşvik Edici Uluslararası ve Ulusal Çabaların İncelenmesi: Öğretmen Eğitimi Üzerine Çıkarımlar

Yıl 2022, Cilt: 4 Sayı: 2, 35 - 45, 30.12.2022
https://doi.org/10.37233/TRSPED.2022.0132

Öz

Kapsayıcılık ve farklılıklar; tüm çocukların fiziksel, zihinsel, duygusal ve sosyal farklılıklarıyla eşit şekilde eğitim görmesi son yıllarda ülkelerin gündeminde olan en mühim konular arasındadır. Bu makale, uluslararası ve ulusal bağlamlarda kapsayıcılığı -diğer bir ifadeyle kaynaştırmayı- teşvik etme konusunda atılan adımları incelemeyi ve bu çabaların sonuçlarını tartışmayı amaçlamaktadır. İlgili alan yazın ve kaynaştırma konusunda yapılanlar incelendiğinde, kaynaştırmanın Avrupa ve Amerika okullarında yaklaşık bir asırdır gösterilen çabalar sayesinde daha etkili bir şekilde uygulanmaya başlandığı görülmektedir. Bu çabaların doğal bir yansıması olarak, birçok ülkede öğretmen eğitimi de kapsayıcılık çerçevesinde yeniden şekillendirilmiştir. Türkiye'de kaynaştırma, onlarca yıldır yönetmeliklerle desteklenmiştir; ancak, yalnızca son yıllarda politika yapıcılar, eğitim araştırmacıları ve uygulayıcılar tarafından konuya kayda değer bir ilgi gösterilmiştir.

Kaynakça

  • Anderson J. A. & Cousik, R (2015). Grand accomplishment or work in progress: An introduction to special education in the United States. In M. G. Njoku, C. C., Anieke, P.J. McDevitt (Eds). Frontiers in Education: Advances, Issues, New Perspectives (ABCIC Books: Enugu, Nigeria.
  • Basic Law of National Education (1973). Retrieved from http://mevzuat.meb.gov.tr/html/temkanun_0/temelkanun_0.html
  • CEC (Council for Exceptional Children). (n.d.). About us. Retrived from http://www.cec.sped.org/About-Us
  • Connor, D. J., & Cavendish, W. (2020). ‘Sit in my seat’: perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms. International Journal of Inclusive Education, 24(3), 288-309.
  • Convention on the Rights of Persons with Disabilities (n.d.). Retrieved from http://www.un.org/disabilities/convention/conventionfull.shtml
  • Dare, L. & Nowicki, E. (2018). Strategies for inclusion: Learning from students' perspectives on acceleration in inclusive education. Teaching and Teacher Education, 69(1), 243-252.
  • Education for All Handicapped Children Act. (1975). Retrieved from https://www.gpo.gov/fdsys/pkg/STATUTE-89/pdf/STATUTE-89-Pg773.pdf
  • Education for All Movement. (n.d.). Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/
  • Education Reform Initiative (2011).Türkiye’de kaynaştırma yoluyla eğitimin durumu. Retrieved from http://www.sabancivakfi.org/files/html/programlar/tghp/Tohum_Kaynastirma_Durum_Raporu.pdf
  • Gokdere, M. (2012). A comparative study of the attitude, concern, and interaction levels of elementary school teachers and teacher candidates towards inclusive education. Educational Sciences: Theory and Practice, 12(4), 2800-2806.
  • HEC (Higher Education Council). (n.d.). Undergraduate teacher education programs. Retrieved from http://www.yok.gov.tr/web/guest/icerik/-/journal_content/56_INSTANCE_rEHF8BIsfYRx/10279/49875 IDEA (n.d.). Building the legacy. Retrived from http://idea.ed.gov/
  • Killoran, I., Woronko, D., & Zaretsky, H. (2014). Exploring preservice teachers' attitudes towards inclusion. International Journal of Inclusive Education, 18(4), 427-442.
  • Melekoglu, M. A. , Cakiroglu, O. & Malmgren, K. W. (2009). Special education in Turkey, International Journal of Inclusive Education, 13(3), 287-298.
  • MNE (1997). Özel eğitim hakkında kanun hükmünde kararname (No.573) (Delegated legislation on special education). Retrieved from http://mevzuat.meb.gov.tr/html/1041.html
  • MNE (2008). Öğretmen yeterlilikleri kitabı (Teacher competencies book). Retrieved from http://otmg.meb.gov.tr/belgeler/ogretmen_yeterlikleri_kitabi Öğretmen_Yeterlikleri_Kitabı_genel_yeterlikler_parça_2.pdf
  • MNE (2010). Okullarımızda neden niçin nasıl kaynaştırma? (Inclusion at our schools: why and How? Ankara: Milli Eğitim Bakanlığı Yayınları.
  • MNE (2010a). Evaluation of the practices of inclusion at elementary schools in Turkey. Retrieved from http://www.meb.gov.tr/earged/earged/ilk_kaynas_eg_uyg_deg.pdf
  • MNE (2012). Özel eğitim hizmetleri yönetmeliği (Regulation for Special Education Services). Retrieved from http://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf
  • MNE (2015). Milli Eğitim istatistikleri: Örgün eğitim 2014-2015) (National Education Statistics: formal education 2014-2015) . Ankara: Milli Eğitim Bakanlığı Yayınları. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2014_2015.pdf
  • MNE. (1983). Özel eğitime muhtaç çocuklar kanunu (no. 2916) (Law of Children with Special Needs). Retrieved from http://www.kanunum.com/files/2916-1.pdf
  • Moran, A. (2007). Embracing inclusive teacher education. European Journal of Teacher Education, 30(2), 119-134. National Council on Disability. (2000). Back to school on civil rights. Retrieved from https://www.ncd.gov/rawmedia_repository/7bfb3c01_5c95_4d33_94b7_b80171d0b1bc.pdf
  • Robinson, D. (2017). Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education, 61, 164-178.
  • Senel, H. G. (1998) Special education in Turkey. European Journal of Special Needs Education, 13(3), 254–26. Standard rules on the equalization of opportunities for persons with disabilities. (n.d.) Retrieved from http://www.un.org/disabilities/default.asp?id=26
  • The Constitution of the Republic of Turkey (1982). Retrieved from https://www.tbmm.gov.tr/anayasa/anayasa82.htm UNESCO (2000). The Dakar framework for action. Retrieved from http://unesdoc.unesco.org/images/0012/001211/121147e.pdf
  • UNESCO (United Nations Educational, Scientific and Cultural Organization) (1990). Meeting Basic Learning Needs: A Vision for the 1990s. Background Document. World Conference on Education for All. Retrieved from http://unesdoc.unesco.org/images/0009/000975/097552e.pdf
  • UNESCO. (1994). World declaration on education for all and framework for action to meet basic learning needs. Retrieved from http://unesdoc.unesco.org/images/0012/001275/127583e.pdf
  • UNESCO. (1994a). The Salamanca statement: framework for action. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
  • UNESCO. (2005). Guidelines for inclusion: Ensuring the access to education for all. Retrieved on 29th August, 2020 from: http://unesdoc.unesco.org/images/0014/ 001402/140224e.pdf.
  • United Nations Decade of Disabled Persons. (n.d.) Retrieved from http://www.un.org/esa/socdev/enable/disunddp.htm United Nations Treaty Collection (n.d.). 15. Convention on the rights of persons with disabilities. Retrieved from https://treaties.un.org/Pages/ViewDetails.aspx?src=TREATY&mtdsg_no=IV-15&chapter=4&lang=en
  • US Department of Education. (2010). Education and inclusion in the United States: An overview. Retrived from http://www.ibe.unesco.org/National_Reports/ICE_2008/usa_NR08.pdf
  • Whitaker, M. C., & Valtierra, K. M. (2018). Enhancing preservice teachers’ motivation to teach diverse learners. Teaching and Teacher Education, 73, 171-182.
  • World Programme of Action Concerning Disabled Persons. (n.d.). Retrieved from http://www.un.org/disabilities/default.asp?id=23
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Esra Eret 0000-0002-0908-8630

Yayımlanma Tarihi 30 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 2

Kaynak Göster

APA Eret, E. (2022). The Review of International and National Efforts to Foster Inclusive Education: Implications of Teacher Education. Turkish Journal of Special Education Research and Practice, 4(2), 35-45. https://doi.org/10.37233/TRSPED.2022.0132