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PRESERVICE SCIENCE TEACHERS’ CONCERNS FOR EDUCATING STUDENTS WITH SPECIAL NEEDS IN THEIR FUTURE CLASSROOMS

Year 2015, Volume: 2 , 36 - 39, 01.09.2015

Abstract

In this study, the authors examined senior preservice science teachers’
(PSTs) concerns for educating students with disabilities in science classrooms.
Eight PSTs were involved in the study. The constant comparative data analysis
was performed. PSTs’ concerns for inclusive education were categorized into two
themes: PSTs’ concerns about themselves and PSTs’ concerns about students with
disabilities. Under each, there existed several sub issues.  For the first category, data analysis yielded
that PSTs were concerned about being unable to cope with extra workload by
accepting students with disabilities; lacking of enough training for educating
those students; insufficient pedagogical knowledge; and scarce knowledge about
disabilities. PSTs’ concerns about students with disabilities included three
sub-issues which were: not devoting enough time for disabled students’ science
learning; not to be able to achieve their science learning in terms of science
content and science process skills, and not to be able to help them develop
positive attitudes toward science. The results were discussed and implications
for teacher education were made. 

References

  • 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. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory; strategies for qualitative research. Chicago: Aldine Pub. Co. Kirk, S., Gallagher, J., Coleman, M. R., & Anastasiow, N. J. (2012). Educating exceptional children. Belmont: Cengage Learning. Leatherman, J., & Niemeyer, J. (2005). Teachers’ attitudes toward inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26(1), 23–36. Leyser, Y. & Tappendorf, K. (2001). Are attitudes regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121, 751-61. Merriam, S. B. (1998). Qualitative research and case study applications in education (Rev. ed.). Jossey-Bass, Inc., San Francisco. Ministry of National Education [Milli Eğitim Bakanlığı] (2000). Milli Eğitim Bakanliği özel eğitim hizmetleri yönetmeliği. Tebliğler Dergisi, Şubat 2000/2509 Ministry of National Education [Milli Eğitim Bakanlığı] (2010). Okullarımızda neden nasıl niçin kaynaştırma. Ankara: MEB. Nielsen, L. B. (2002). Brief reference of student disabilities: ...With strategies for the classroom. Thousand Oaks, California: Corwin Press. Odom, S. L. & McEvoy, M. A. (1990). Mainstreaming at the preschool level: Potential barriers and tasks for the fields. Topics in Early Childhood Special Education, 10(2), 48–61. Peebles, J. & Mendaglio, S. (2014). Preparing teachers for inclusive classrooms: Introducing the individual direct experience approach. Learning Landscapes, 7(2), 245-256. Peltier, G. L. (1997). The effect of inclusion on non-disabled children: A review of the research. Contemporary Education, 68(4), 234-238. Roach, V. (1995). Supporting inclusion: Beyond the rhetoric. Phi Delta Kappan, 77(4), 295–99. Rose, D. & Smith, B. (1993). Preschool mainstreaming: Attitude barriers and strategies for addressing them. Young Children, 48(4), 59–62. Sharma, U., & Desai, I. (2002). Measuring concerns about integrated Education in India. Asia and Pacific Journal on Disability, 5(1), 2-14. Tiegerman- Farber, E., & Radziewicz, C. (1998). Collaborative Decision Making: The Pathway to Inclusion. New Jersey: Prentice-Hall, Inc.
Year 2015, Volume: 2 , 36 - 39, 01.09.2015

Abstract

References

  • 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. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory; strategies for qualitative research. Chicago: Aldine Pub. Co. Kirk, S., Gallagher, J., Coleman, M. R., & Anastasiow, N. J. (2012). Educating exceptional children. Belmont: Cengage Learning. Leatherman, J., & Niemeyer, J. (2005). Teachers’ attitudes toward inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26(1), 23–36. Leyser, Y. & Tappendorf, K. (2001). Are attitudes regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121, 751-61. Merriam, S. B. (1998). Qualitative research and case study applications in education (Rev. ed.). Jossey-Bass, Inc., San Francisco. Ministry of National Education [Milli Eğitim Bakanlığı] (2000). Milli Eğitim Bakanliği özel eğitim hizmetleri yönetmeliği. Tebliğler Dergisi, Şubat 2000/2509 Ministry of National Education [Milli Eğitim Bakanlığı] (2010). Okullarımızda neden nasıl niçin kaynaştırma. Ankara: MEB. Nielsen, L. B. (2002). Brief reference of student disabilities: ...With strategies for the classroom. Thousand Oaks, California: Corwin Press. Odom, S. L. & McEvoy, M. A. (1990). Mainstreaming at the preschool level: Potential barriers and tasks for the fields. Topics in Early Childhood Special Education, 10(2), 48–61. Peebles, J. & Mendaglio, S. (2014). Preparing teachers for inclusive classrooms: Introducing the individual direct experience approach. Learning Landscapes, 7(2), 245-256. Peltier, G. L. (1997). The effect of inclusion on non-disabled children: A review of the research. Contemporary Education, 68(4), 234-238. Roach, V. (1995). Supporting inclusion: Beyond the rhetoric. Phi Delta Kappan, 77(4), 295–99. Rose, D. & Smith, B. (1993). Preschool mainstreaming: Attitude barriers and strategies for addressing them. Young Children, 48(4), 59–62. Sharma, U., & Desai, I. (2002). Measuring concerns about integrated Education in India. Asia and Pacific Journal on Disability, 5(1), 2-14. Tiegerman- Farber, E., & Radziewicz, C. (1998). Collaborative Decision Making: The Pathway to Inclusion. New Jersey: Prentice-Hall, Inc.
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Details

Journal Section Articles
Authors

Mustafa Cansız This is me

Nurcan Cansız This is me

Publication Date September 1, 2015
Published in Issue Year 2015 Volume: 2

Cite

APA Cansız, M., & Cansız, N. (2015). PRESERVICE SCIENCE TEACHERS’ CONCERNS FOR EDUCATING STUDENTS WITH SPECIAL NEEDS IN THEIR FUTURE CLASSROOMS. The Eurasia Proceedings of Educational and Social Sciences, 2, 36-39.