Investigation of Teacher Candidates' Awareness towards Inclusive Education

Year 2023, Volume: 16 Issue: 2, 423 - 453, 30.04.2023

Ahmet Gülay , Taner Altun

https://doi.org/10.30831/akukeg.1242868

Abstract

This study aimed to examine the awareness of teacher candidates towards inclusive education. This mixed method study was performed with the convergent parallel mixed pattern. The sample of quantitative part of the study consisted of 708 teacher candidates in an education faculty determined by criterion sampling. The study group of the qualitative part of the research is 14 teacher candidates (preservice teachers) selected from among these participants. The research data were collected with Awareness Scale for Inclusive Education and Interview Form for Evaluation of Inclusive Education Course. The scale data were analyzed by descriptive and inferential statistics, and the semi-structured interview data were analyzed by content analysis. The results revealed that the awareness of teacher candidates’ inclusive education was at a moderate level. In addition, the awareness level of the participants who had inclusive education training was higher than the participants who did not, and the female participants had higher awareness compared to the male participants. The interview results revealed that training on inclusive education increased teacher candidates’ awareness of its history, aims, the students it encompasses, and its applications. According to the results of the research, it has been suggested to expand the inclusive education provided to teachers before and during the service.

Keywords

teacher candidate, inclusive education, awareness

Öğretmen Adaylarının Kapsayıcı Eğitime Yönelik Farkındalıklarının İncelenmesi

Abstract

Bu araştırmada, öğretmen adaylarının kapsayıcı eğitime yönelik farkındalıklarının incelenmesi amaçlanmıştır. Karma yaklaşıma sahip olan bu araştırma, yakınsayan paralel karma deseni ile yürütülmüştür. Araştırmanın örneklemini, ölçüt örneklemesi ile belirlenen bir eğitim fakültesinde öğrenim gören 708 öğretmen adayı oluşturmuştur. Araştırmanın nitel kısmının çalışma grubu ise, bu katılımcılar arasından seçilen 14 öğretmen adayıdır. Araştırmanın verilerinin elde edilmesinde Kapsayıcı Eğitime Yönelik Farkındalık Ölçeği, Kapsayıcı Eğitim Dersinin Değerlendirilmesine Yönelik Görüşme Formu kullanılmıştır. Ölçek verileri betimsel ve çıkarımsal istatistik, yarı yapılandırılmış görüşme verileri ise içerik analizi ile analiz edilmiştir. Araştırmada öğretmen adaylarının kapsayıcı eğitime yönelik farkındalıklarının orta düzeyde olduğu belirlenmiştir. Ayrıca, bu eğitime ilişkin öğrenim gören katılımcıların öğrenim görmeyen katılımcılara ve kadın katılımcıların erkek katılımcılara göre bu farkındalıklarının daha yüksek olduğu tespit edilmiştir. Yarı yapılandırılmış görüşmeler sonucunda da kapsayıcı eğitime ilişkin öğrenim görmenin öğretmen adaylarının bu yaklaşımın tarihçesine, amaçlarına, dikkate aldığı öğrencilere ve uygulamalarına ilişkin farkındalığını artırdığı belirlenmiştir. Araştırmanın bu sonuçları doğrultusunda öğretmenlere hizmet öncesinde ve esnasında sağlanan kapsayıcı eğitime ilişkin eğitimlerin yaygınlaştırılması önerilmiştir.

Keywords

öğretmen adayı, kapsayıcı eğitim, farkındalık

References

• Abbas, F., & Naz, A. T. (2016). Footstep towards inclusive education. Journal of Education and Practice, 7(10), 48–52. Retrieved from https://files.eric.ed.gov/fulltext/EJ1099596.pdf
• Adlam, E. (2007). Differentiated instruction in the elementary school: Investigating the knowledge elementary school teachers possess when implementing differentiated instruction in their classrooms [Unpublished master’s thesis]. University of Windsor.
• Ağalday, B. (2022). Kapsayıcı eğitimin hukuki dayanakları [Legal basis of inclusive education]. In Ö. Altındağ-Kumaş, & S. Süer (Eds.), Nitelikli kapsayıcı eğitim (kuramdan uygulamaya) [Quality inclusive education (from theory to practice)] (pp. 23–50). Eğiten Kitap.
• Ahsan, M. T., Deppeler, J. M., & Sharma, U. (2013). Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education, 43(4), 517–535. http://dx.doi.org/10.1080/0305764X.2013.834036
• Ak, B. (2010). Parametrik hipotez testleri [Parametric hypothesis testing]. In Ş. Kalaycı (Eds.), SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques] (pp. 73–82). Asil Yayın.
• Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H., & İşcen, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 54, 39–60. Retrieved from https://ejer.com.tr/the-needs-of-inclusive-preschool-teachers-about-inclusive-practices/ Akbulut, F., Yılmaz, N., Karakoç, A., Erciyas, İ. M., & Akşin-Yavuz, A. (2021). What do prospective teachers think about inclusive education? International Journal of Early Childhood Education Studies, 6(1), 33–53. https://doi.org/10.37754/756554.2021.613 Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27(1), 42–59. Retrieved from https://files.eric.ed.gov/fulltext/EJ979712.pdf
• Alsarawi, A., & Sukonthaman, R. (2021). Preservice teachers’ attitudes, knowledge, and self-efficacy of inclusive teaching practices. International Journal of Disability, Development and Education, 1–17. https://doi.org/10.1080/1034912X.2021.1922992
• Altındağ-Kumaş, Ö. (2022). Kapsayıcılık ve kapsayıcılığın içeriği [Inclusivity and the content of inclusivity]. In Ö. Altındağ-Kumaş, & S. Süer (Eds.), Nitelikli kapsayıcı eğitim (kuramdan uygulamaya) [Quality inclusive education (from theory to practice)] (pp. 1–22). Eğiten Kitap.
• Amjad, A. I., Iqbal, H., & Manzar-Abbas, S. S. (2020). Teachers’ awareness about inclusive education in Punjab: A descriptive enquiry. Journal of Inclusive Education, 4(1), 161–178. Retrieved from http://journal.aiou.edu.pk/journal1/index.php/JIE/article/viewFile/419/106
• Aşiroğlu, S. (2016). The viewpoints of preschool teacher candidates on their self-efficiency levels in differentiated education. Mersin University Journal of the Faculty of Education, 12(3), 948–960. http://dx.doi.org/10.17860/mersinefd.282393
• Avramidis, E., Bayliss, P., & Burden, R. (2000). A Survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191–211. https://doi.org/10.1080/713663717
• Aydoğan-Yenmez, A., & Özpınar, İ. (2017). Teachers’ differentiated instructional practices: Teacher and student opinions on the process. Trakya Journal of Education, 7(2), 344–363. https://doi.org/10.24315/trkefd.290805
• Aykırı, K. (2017). Views of classroom teachers on the educational status of Syrian students in their classes. Turkish Journal of Primary Education, 2(1), 44–56. Retrieved from https://dergipark.org.tr/tr/download/article-file/434554
• Ayvacı, H. Ş., & Yamaçlı, S. (2022). Science teachers’ perspective on course design by in-service education with inclusive education. Trakya Journal of Education, 12(1), 203–220. https://doi.org/10.24315/tred.885951
• Bai, H., & Martin, S. M. (2015). Assessing the needs of training on inclusive education for public school administrators. International Journal of Inclusive Education, 19(12), 1229–1243. https://doi.org/10.1080/13603116.2015.1041567
• Bakker, N. (2015). Identifying the ‘subnormal’ child in an age of expansion of special education and child science in the Netherlands (c. 1945–1965). History of Education, 44(4), 460–479. https://doi.org/10.1080/0046760X.2015.1037363
• Banks, J. A. (2010). Multicultural education: Characteristics and goals. In J. A. Banks & J. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 1–32). Willey.
• Barned, N. E., Knapp, N. F., & Neuharth-Pritchett, S. (2011). Knowledge and attitudes of early childhood pre-service teachers regarding the inclusion of children with autism spectrum disorder. Journal of Early Childhood Teacher Education, 32(4), 302–321. https://doi.org/10.1080/10901027.2011.622235 Bayram, B. (2019). Social studies teachers’ perceptions and practices for inclusive education [Unpublished master’s thesis]. Erciyes University.
• Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353. https://doi.org/10.1080/13603110903030089
• Brevik, L. M., Gunnulfsen, A. E., & Renzulli (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education, 71, 34–45. https://doi.org/10.1016/j.tate.2017.12.003
• Burkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice [Unpublished doctoral dissertation]. University of Central Oklahoma Edmond.
• Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem Akademi.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods] (20. edition). Pegem Akademi.
• Cengiz-Şayan, E. (2020). Preschool teachers’ views on inclusive education [Unpublished non-thesis master’s project]. Pamukkale University.
• Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş [Introduction to research and project work] (Improved fifth edition). Celepler Matbaacılık.
• Chary, K. G., & Perumal, R. B. V. (2022). Awareness on inclusive education among B. Ed. student teachers. Int J Edu Sci, 37(1–3), 54–60. https://doi.org/10.31901/24566322.2022/37.1-3.1226 Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Araştırma yöntemleri desen ve analiz [Research methods design and analysis] (Second edition). Anı Yayıncılık.
• Çıngı, H. (1994). Örnekleme kuramı [Sampling theory]. Hacettepe Üniversitesi Basımevi.
• Creswell, J. W. (2016). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları [Research design qualitative, quantitative and mixed method approaches] (Second edition). Eğiten Kitap.
• Cronbach, L. J. (1990). Essentials of psychological testing. Happer and Row Publishers.
• Davis, T. C. (2013). Differentiation of instruction in regular education elementary classes: An investigation of faculty and educational leaders’ perceptions of differentiated instruction in meeting the needs of diverse learners [Unpublished doctoral dissertation]. University of Louisiana.
• De Neve, D., & Devos, G. (2016). The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction. School Effectiveness and School Improvement, 27(4), 557–579. https://doi.org/10.1080/09243453.2015.1122637
• Demirkaya, A. S. (2018). An investigation of elementary school teachers’ perceptions on their competency and implementation levels in differentiated instruction [Unpublished doctoral dissertation]. Hacettepe University.
• Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127. https://doi.org/10.1177/0162353214529042
• Drapeau, P. (2004). Differentiated instruction. Scholastic.
• Ekiz, D. (2015). Bilimsel araştırma yöntemleri [Scientific research methods] (Fourth edition). Anı Yayıncılık.
• Emmers, E., Baeyens, D., & Petry, K. (2020). Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education, 35(2), 139–153. https://doi.org/10.1080/08856257.2019.1628337
• Eren, Z. (2019). According to principals and teachers educational problems of immigrant children and solutions. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 19(1), 213–234. https://doi.org/10.17240/aibuefd.2019.19.43815-476805
• Ereş, F. (2015). Problematic of migrant education and diversity management for immigrant education in Turkey. Çankırı Karatekin University Journal of Institute of Social Sciences, 6(2), 17–30. Retrieved from https://dergipark.org.tr/en/download/article-file/253863
• Eşici, H., & Doğan, Y. (2020). Inclusive education diaries of counsellor and primary school teacher candidates. Journal of Inclusive Education in Research and Practice, 1(2), 29–53. Retrieved from https://dergipark.org.tr/en/download/article-file/1448744
• Fırat, E. (2021). Inclusive education in the course of social studies: A phenomenological research [Unpublished doctoral dissertation]. Anadolu University.
• Forlin. C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education 1(2), 19–31. Retrieved from https://ajiebd.net/wp-content/uploads/2016/08/chris_forlin_final.pdf
• Fraenkel, J. R., & Wallen, N. E. (2008). How the design and evaluate research in education (Seventh edition). McGraw-Hill Higher Education.
• Gray, J. (2008). The implementation of differentiated instruction for learning disabled students included in general education elementary classrooms [Unpublished doctoral dissertation]. University of La Verne.
• Gregory, G. H., & Chapman, C. (2002). Differentiated instructional strategies: One size doesn’t fit all. Corwin Pres.
• Gülay, A. (2021). Investigating primary school teachers’ differentiated instruction practices [Unpublished doctoral dissertation]. Trabzon University.
• Gülay, A., & Altun, T. (2022). Kapsayıcı eğitimde ölçme ve değerlendirme [Measurement and evaluation in inclusive education]. In Ö. Altındağ-Kumaş, & S. Süer (Eds.), Nitelikli kapsayıcı eğitim (kuramdan uygulamaya) [Quality inclusive education (from theory to practice)] (pp. 229–265). Eğiten Kitap.
• Hallahan, D. P., & Kauffmann, J. M. (1988). Exceptional children. Introduction to special education (Fourth edition). Allyn & Bacon.
• Henry, S. L., Abou-Zahra, S., & Brewer, J. (2014). The role of accessibility in a universal web. In Proceedings of the 11th Web for all Conference (pp. 1–4).
• Heward, W. L. (2013). Exceptional children: An introduction to special education. Pearson.
• Heward, W. L., & Orlansky, M. D. (1988). Exceptional children (Third edition). Merrill Publishing Company.
• Hobbs, T., & Westling, D. L. (2002). Mentoring for inclusion: A model class for special and general educators. Teacher Educator, 37(3), 186–201. https://doi.org/10.1080/08878730209555293
• İlçin, M. (2022). In increasing the effectiveness of in-class inclusive education practices through supervision of teaching [Unpublished master’s thesis]. Gaziantep University.
• Ineson, L., & Morris, A. (2006). Special educational needs and disability act: What is meant by ‘reasonable adjustments’ New Review of Academic Librarianship, 12(1), 17–29. https://doi.org/10.1080/13614530600913484
• Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all the students. International Journal of Instruction, 11(3), 207–218. Retrieved from https://files.eric.ed.gov/fulltext/EJ1183415.pdf
• Kahriman-Pamuk, D., & Bal, M. (2019). Identifying preschool teachers’ opinions on the language development process of children in inclusive education. Journal of National Education, 48(Special issue), 737–754. Retrieved from https://dergipark.org.tr/en/download/article-file/930469 Kara-Eren, C. (2021). An inclusive education professional development program for preschool teachers: The effectiveness of face-to-face and online program based on universal design for learning [Unpublished doctoral dissertation]. Gazi University.
• Ketenoğlu-Kayabaşı, Z. E. (2020). Teachers’ opinions on inclusive education. International Journal of Psychology and Educational Studies, 7(4), 27–36. Retrieved from https://dergipark.org.tr/en/download/article-file/1322180
• Ketenoğlu-Kayabaşı, Z. E. (2022). Inclusive education in the eyes of teacher candidates. In Proceedings of the IXth International Eurasian Educational Research Congress (pp. 873–874).
• Kılcan, B., & Şimşek, Ü. (2021). Developing awareness scale for inclusive education: A validity and reliability study. Journal Of Anatolian Cultural Research, 5(2), 120–130. https://doi.org/10.15659/ankad.v5i2.149 Kılıç-Avan, Ş., & Kalenderoğlu, İ. (2020). The opinions of the teachers taking inclusive education course on the teaching of Turkish as a second language. Aydın TÖMER Language Journal, 5(1), 69–90. Retrieved from https://dergipark.org.tr/en/download/article-file/1278831 Koç, H., Yılmaz, Y., & Uysal, Ç. (2019). Türkiye’de kapsayıcı eğitime yönelik yasal düzenlemeler [Legal regulations for inclusive education in Turkey]. In H. Gürgür, & S. Rakap (Eds.), Kapsayıcı eğitim özel eğitimde bütünleştirme [Integration in inclusive education special education] (pp. 251–268). Pegem Akademi.
• Kula, S. (2020). The perspective of pre-service teachers to inclusive education as a contemporary concept. In Proceedings of the VIIth International Eurasian Educational Research Congress (pp. 772–786).
• Kurnaz, A., & Arslantaş, S. (2018). Examining the efficiency of teacher training for teaching developing differentiated teaching activities for gifted students to the classroom teachers. Journal of National Education, 47(1), 309–332. Retrieved from https://dergipark.org.tr/en/download/article-file/572169 Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, 81(4), 161–164. https://doi.org/10.3200/TCHS.81.4.161-164
• Maheshwari, P., & Shapurkar, M. (2015). Awareness and attitudes of primary grade teachers (1-4th grade) towards inclusive education. International Journal of Educational and Pedagogical Sciences, 9(11), 3959–3964. https://doi.org/10.5281/zenodo.1110271
• Mastropieri, M. A., & Scruggs, T. E. (2016). Kaynaştırma eğitimine giriş [Introduction to inclusive education] (T. Altun, Translator). In M. Şahin, & T. Altun (Eds.), Kaynaştırma sınıfı etkili farklılaştırılmış öğretim için stratejiler [Strategies for effective differentiated instruction in the mainstreaming classroom] (pp. 3–23). Nobel Yayıncılık.
• Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279–301. https://doi.org/10.17763/haer.62.3.8323320856251826
• McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (Second edition). Cambridge University Press.
• Ministry of National Education [MoNE]. (2013). We succeed together: educational practices teacher’s guidebook in the context of integration. Retrieved from https://orgm.meb.gov.tr/kitaplar/Butunlestirme_Kapsaminda_Egitim_Uygulamalari_Ogretmen_Kilavuz_Kitabi.pdf
• Ministry of National Education [MoNE]. (2022). Inclusive education teacher training module teacher training project. General Directorate of Teacher Training and Development. https://oygm.meb.gov.tr/www/kapsayici-egitim-ogretmen-egitimi-modulu-projesi/icerik/1001 Monika, R., Vats, N., & Kour, S. (2015). Inclusive education. A. Mathur, S. J. Kaur, Y. Sharma, & J. Padmanabhan (Eds.), In Dimensions of innovations in education (pp. 123–131). New Delhi Publishers.
• Mumthas, N. S., & Shamina, E. (2011). Are the prospective teachers at secondary level aware about İnclusive education? Online Submission.
• Nick, T. G. (2007). Descriptive statistics. In W. T. Ambrosius (Ed.), Topics in biostatistics (pp. 33–52). Humana Press.
• Öner, G. (2022). Social studies education with its inclusive education approach: An action research [Unpublished doctoral dissertation]. Anadolu University.
• Osgood, R. L. (2005). The history of the inclusion in the United States. Gallaudet University Press.
• Özokcu, O. (2018). The relationship between teacher attitude and self-efficacy for inclusive practices in Turkey. Journal of Education and Training Studies, 6(3), 6–12. https://doi.org/10.11114/jets.v6i3.3034
• Öztürk, M., & Mutlu, N. (2017). Teachers’ perceptions and applications for differentiated instruction in social studies and history lessons. Trakya Journal of Education, 7(2), 379–402. https://doi.org/10.24315/trkefd.301189
• Pallant, J. (2010). SPSS survival manual a step-by-step guide to data analysis using SPSS. McGraw-Hill Education.
• Pfahl, L., & Powell, J. J. (2011). Legitimating school segregation. The special education profession and the discourse of learning disability in Germany. Disability & Society, 26(4), 449–462. https://doi.org/10.1080/09687599.2011.567796
• Pingle, S., & Garg, I. (2015). Effect of inclusive education awareness programme on pre-service teachers. European Conference on Education, Power Brighton UK.
• Pürsün, T., & Efilti, E. (2017). Evaluating teachers’ views about multiple intelligences and differentiated instruction practices in inclusive classes. Journal of Research in Education and Teaching, 6(1), 227–242. https://doi.org/10.19126/suje.426467
• Richards-Usher, L. (2013). Teachers perception and implementation of differentiated instruction in the private elementary and middle schools [Unpublished doctoral dissertation]. Capella University.
• Romero-Contreras, S., Garcia-Cedillo, I., Forlin, C., & Lomelí-Hernández, K. A. (2013). Preparing teachers for inclusion in Mexico: How effective is this process? Journal of Education for Teaching, 39(5), 509-522. https://doi.org/10.1080/02607476.2013.836340
• Romi, S., & Leyser, Y. (2006). Exploring inclusion pre-service training needs: A study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21(1), 85–105. https://doi.org/10.1080/08856250500491880
• Serttaş, B. (2020). Opinions of school administrators working in primary schools on inclusive education [Unpublished non-thesis master’s project]. Pamukkale University.
• Siam, K., & Al-Natour, M. (2016). Teacher’s differentiated instruction practices and implementation challenges for learning disabilities in Jordan. International Education Studies, 9(12), 167–181. https://doi.org/10.5539/ies.v9n12p167
• Şimşek, Ü. (2019). Comparison of social studies teachers’ attitudes and self-efficacy towards inclusive education and their views on classroom practices [Unpublished doctoral dissertation]. Gazi University.
• Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and Teacher Education, 28, 1152–1162. https://doi.org/10.1016/j.tate.2012.07.003
• Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution Tree Press.
• Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward, L., Katz, J., Lyons, W., Thompson, S., & Cloutier, S. (2016). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian pre-service teachers. International Journal of Inclusive Education, 20(1), 1–15. https://doi.org/10.1080/13603116.2015.1059501
• Strieker, T., Gillis, B., & Zong, G. (2013). Improving pre-service middle school teachers’ confidence, competence, and commitment to co-teaching in inclusive classrooms. Teacher Education Quarterly, 40(4), 159–180. Retrieved from https://www.jstor.org/stable/10.2307/teaceducquar.40.4.159
• Tabachnick, B. G., & Fidell, S. (2013). Using multivariate statistics (Sixth edition). Pearson.
• Taylor, S. C., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56. https://doi.org/10.1080/13603110903560085
• Tekin, H. (1996). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education] (Ninth edition). Yargı Yayınları.
• Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. ASCD.
• Ünal, R., & Aladağ, S. (2020). Investigation of problems and solution proposals in the context of inclusive education practices. Journal of Individual Differences in Education, 2(1), 23–42. Retrieved from https://dergipark.org.tr/en/download/article-file/1121494
• Ünay, E., & Çakıroğlu, O. (2019). Kapsayıcı eğitimin etkililiği ve başarısı için temel faktörler [Key factors for the effectiveness and success of inclusive education]. In H. Gürgür, & S. Rakap (Eds.), Kapsayıcı eğitim özel eğitimde bütünleştirme [Integration in inclusive education special education] (pp. 55–79). Pegem Akademi.
• UNESCO (2009). Policy guidelines on inclusion in education. UNESCO.
• Uysal, Ç., Koç, H., & Yılmaz, Y. (2019). Kapsayıcı eğitim ve destek özel eğitim hizmetleri [Inclusive education and support special education services]. In H. Gürgür, & S. Rakap (Eds.), Kapsayıcı eğitim özel eğitimde bütünleştirme [Integration in inclusive education special education] (pp. 181–206). Pegem Akademi.
• Uysal, H., & Uysal, Ç. (2019). Kapsayıcı eğitim ve öğretim süreçleri [Inclusive education and training processes]. In H. Gürgür, & S. Rakap (Eds.), Kapsayıcı eğitim özel eğitimde bütünleştirme [Integration in inclusive education special education] (pp. 131–153). Pegem Akademi.
• Westwood, P. (2013). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Routledge.
• Whipple, K. A. (2012). Differentiated instruction: A survey study of teacher understanding and implementation in a southeast Massachusetts school district [Unpublished doctoral dissertation]. Northeastern University.
• Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine, 8(3), 1–13. https://doi.org/10.33151/ajp.8.3.93
• Yan, S. (2014). Ergonomics in universal design. Advanced Materials Research, 860(863), 2660–2663. www.scientific.net/AMR.860-863.2660
• Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Yayıncılık.
• Yılmaz, E. (2021). Evaluation of the attitude and self-efficiency of foreign language teachers towards inclusive education [Unpublished master’s thesis]. Erciyes University.
• Yücesoy-Özkan, Ş., Kırkgöz, S., & Beşdere, B. (2019). Normalleştirmeden kapsayıcı eğitime: Tarihsel gelişim [From normalization to inclusive education: Historical development]. In H. Gürgür, & S. Rakap (Eds.), Kapsayıcı eğitim özel eğitimde bütünleştirme [Integration in inclusive education special education] (pp. 17–53). Pegem Akademi.