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Mathematics Teachers' Attitudes towards Inclusive Education in Türkiye

Year 2024, , 2468 - 2491, 30.09.2024
https://doi.org/10.35675/befdergi.1468104

Abstract

The success of inclusive practices in educational settings significantly depends on teachers' attitudes. This study addresses the attitudes of mathematics teachers toward inclusive education in Turkish lower secondary schools, filling a gap in existing literature. It examines the determinants shaping these attitudes, providing insights for tailored interventions to support mathematics teachers in promoting inclusivity. Through questionnaire data collected from 262 mathematics instructors, the study reveals a slightly negative overall attitude trend, influenced by factors such as age, prior experience with children, training in inclusive education, and personal connections. Younger teachers, those with experience teaching students with SEN, and those with inclusive education training exhibit more favourable attitudes. Surprisingly, having a family member with SEN also significantly impacts attitudes, highlighting the importance of personal connections. These results underline the need for targeted interventions and professional development to foster inclusive mindsets among mathematics teachers, thereby creating equitable learning environments for all students.

Ethical Statement

The study obtained ethical approval from the Ethics Committee of the Institute of Education, UCL (Reference No: Z6364106).

References

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Türkiye'deki Matematik Öğretmenlerinin Kaynaştırma Eğitimine Yönelik Tutumları

Year 2024, , 2468 - 2491, 30.09.2024
https://doi.org/10.35675/befdergi.1468104

Abstract

Eğitim ortamlarında kaynaştırma uygulamalarının etkinliği, öğretmenlerin tutumlarıyla yakından ilişkilidir. Bu çalışma, Türk ortaokullarındaki matematik öğretmenlerinin kaynaştırma eğitimine yönelik tutumlarını incelemektedir. Matematik öğretmenlerinin tutumlarını belirleyen faktörlere odaklanarak, bu öğretmenlerin kaynaştırmayı destekleme konusunda nasıl özel müdahalelerle yönlendirilebileceği hakkında bilgi sağlar. Çalışma, 262 matematik öğretmeninden toplanan anket verilerine dayanarak, genel olarak hafif negatif bir tutum eğilimi tespit etmiştir. Yaş, önceki özel eğitim deneyimi, kaynaştırma eğitimi alma ve kişisel ilişkiler gibi faktörlerin bu tutumları etkilediği görülmüştür. Genç öğretmenler, özel eğitim ihtiyacı olan öğrencilerle deneyimli olanlar ve kaynaştırma eğitimi almış olanlar daha olumlu tutumlar sergilemektedir. Ayrıca, özel eğitim ihtiyacı olan bir aile üyesine sahip olmanın da tutumlar üzerinde önemli bir etkisi olduğu, bu kişisel ilişkilerin önemini vurgulamaktadır. Bu bulgular, matematik öğretmenlerinin kaynaştırıcı düşünce tarzlarını teşvik etmek için hedefe yönelik müdahalelerin ve mesleki gelişim çalışmalarının önemini ortaya koymaktadır. Böylece, tüm öğrenciler için adil öğrenme ortamları oluşturulabilir.

References

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  • Alanazi, M. (2012). Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia. Doctoral Dissertation, The University of Warwick.
  • Alnahdi, G. H., & Schwab, S. (2021). Special Education Major or Attitudes to Predict Teachers’ Self-Efficacy for Teaching in Inclusive Education. Frontiers in Psychology, 12, 680909–680909. https://doi.org/10.3389/fpsyg.2021.680909
  • Alquraini, T. A. (2012). Factors related to teachers’ attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs, 12(3), 170–182. https://doi.org/10.1111/j.1471-3802.2012.01248.x
  • Alshehri, D. Y. D. (2023). Teachers' Attitudes About Including Students With Autism In General Education Classrooms Inclusion Policy for Students with Autism in Saudi Arabia: The Challenge and Prospects of Teachers Attitudes. Journal of Research in Curriculum Instruction and Educational Technology, 9(1), 55-102.
  • Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the opinions relative to mainstreaming scale. Exceptional children, 62(2), 139-149.
  • Arianti, R., Sowiyah, S., Handoko, H., & Rini, R. (2022). Learning of children with special needs in inclusive schools. Journal of Social Research, 2(1), 142-147. https://doi.org/10.55324/josr.v2i1.474
  • Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2011). Inclusive Education: Examining Equity on Five Continents. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
  • Bodhi, R., Singh, T., Joshi, Y., & Sangroya, D. (2022). Impact of psychological factors, university environment and sustainable behaviour on teachers’ intention to incorporate inclusive education in higher education. International Journal of Educational Management, 36(4), 381–396. https://doi.org/10.1108/IJEM-02-2020-0113
  • BR, R., Baharun, H., & Asiya, D. (2021). Inclusive Education Management in the Development of Cognitive Intelligence of Children. Al-Ishlah: Jurnal Pendidikan, 13(2), 1057–1067. https://doi.org/10.35445/alishlah.v13i2.538
  • Chen, H., Evans, D., & Luu, B. (2023). Moving towards inclusive education: secondary school teacher attitudes towards universal design for learning in australia. Australasian Journal of Special and Inclusive Education, 47(1), 1-13. https://doi.org/10.1017/jsi.2023.1
  • Dapudong, R. C. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced professional development program. International Journal of Learning & Development, 4(4), 1-24. Darragh, L., & Valoyes-Chávez, L. (2019). Blurred lines: Producing the mathematics student through discourses of special educational needs in the context of reform mathematics in Chile. Educational Studies in Mathematics, 101(3), 425-439.
  • de 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
  • Desombre, C., Delaval, M., & Jury, M. (2021). Influence of Social Support on Teachers’ Attitudes Toward Inclusive Education. Frontiers in Psychology, 12, 736535–736535. https://doi.org/10.3389/fpsyg.2021.736535
  • Diken, I. H., Rakap, S., Diken, O., Tomris, G., & Celik, S. (2016). Early Childhood Inclusion in Turkey. Infants and Young Children, 29(3), 231–238. https://doi.org/10.1097/IYC.0000000000000065
  • Durandt, R. (2021). Design principles to consider when student teachers are expected to learn mathematical modelling. Pythagoras, 42(1). https://doi.org/10.4102/pythagoras.v42i1.618
  • Emül, N., Gulkilik, H., & Kaplan, H. (2022). What is mathematical understanding and how is it achieved? preservice middle school mathematics teachers’ views and reflections in their teaching practices. Kastamonu Eğitim Dergisi, 30(4), 843-855. https://doi.org/10.24106/kefdergi.1195601
  • Ersan, D. T., Ata, S., & Kaya, S. (2020). Acceptance in early childhood: a study from Turkish children. International Journal of Early Childhood Special Education, 12(1), 20-27.
  • Erten, O., & Savage, R. S. (2012). Moving forward in inclusive education research. International Journal of Inclusive Education, 16(2), 221-233. https://doi.org/10.1080/13603111003777496
  • Gal, E., Schreur, N., & Engel-Yeger, B. (2010). Inclusion of Children with Disabilities: Teachers' Attitudes and Requirements for Environmental Accommodations. International journal of special education, 25(2), 89-99.
  • Gidlund, U. (2018). Teachers ‘Attitudes towards Including Students with Emotional and Behavioural Difficulties in Mainstream School: A Systematic Research Synthesis. International Journal of Learning, Teaching and Educational Research, 17(2), 45-63. https://doi.org/10.26803/ijlter.17.2.3
  • Hassanein, E. E. A., Alshaboul, Y. M., & Ibrahim, S. (2021). The impact of teacher preparation on preservice teachers’ attitudes toward inclusive education in Qatar. Heliyon, 7(9), e07925–e07925.
  • Hussien, J. and Al-Qaryouti, I. (2014). Regular education teachers’ attitudes towards inclusion in oman. Journal of Educational and Psychological Studies [Jeps], 8(4), 617. https://doi.org/10.24200/jeps.vol8iss4pp617-626
  • Ibrahim, A., Kaabi, A. A., & Zaatari, W. E. (2013). Teacher resistance to educational change in the United Arab Emirates. International Journal of Research Studies in Education, 2(3). https://doi.org/10.5861/ijrse.2013.254
  • Imaniah, I., & Fitria, N. (2018). Inclusive Education for Students with Disability. SHS Web of Conferences, 42, 39-. https://doi.org/10.1051/shsconf/20184200039
  • Istiarsyah, I., Dawi, A. H., & Ahmad, N. A. (2019). The influence of special education training on teachers’ attitudes towards inclusive education: Case study in Aceh Province, Indonesia. International Journal of Academic Research in Progressive Education and Development, 8(4), 1016-1027.
  • Jaremus, F., Gore, J., Prieto-Rodriguez, E., & Fray, L. (2020). Girls are still being ‘counted out’: teacher expectations of high-level mathematics students. Educational Studies in Mathematics, 105(2), 219-236.
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There are 71 citations in total.

Details

Primary Language English
Subjects Inclusive Education
Journal Section Research Article
Authors

Bahaddin Demirdiş 0000-0001-5843-5072

Early Pub Date September 27, 2024
Publication Date September 30, 2024
Submission Date April 14, 2024
Acceptance Date July 22, 2024
Published in Issue Year 2024

Cite

APA Demirdiş, B. (2024). Mathematics Teachers’ Attitudes towards Inclusive Education in Türkiye. Bayburt Eğitim Fakültesi Dergisi, 19(43), 2468-2491. https://doi.org/10.35675/befdergi.1468104