Determination of Educational Needs of Teachers Regarding the Education of Inclusive Students with Learning Disability

Year 2020, , 149 - 164, 15.06.2020

Osman Aktan

https://doi.org/10.33200/ijcer.638362

Cited By: 6

Abstract

The aim of this study is to determine the educational needs of the teachers regarding the education of inclusive students with learning disabilities in their classes. A qualitative case study design was used in this paper. The study group consists of 20 teachers who work in primary, secondary and high schools in Duzce city center in the 2018-2019 academic year and they have students who were diagnosed with learning disabilities in their classrooms. The participating teachers were selected according to the maximum diversity sampling method. In this research, teacher opinions were asked through a semi-structured interview form and content analysis was employed to analyze the data. As a result of the research, the educational needs of the teachers were gathered in five themes which are the competence of recognizing learning difficulties of students, to use the educational diagnostic process for students with learning difficulties, to prepare an individualized education plan, to develop instructional adaptations, and to conduct a family education. Based on the findings of this study, the teachers were revealed to need education in recognizing learning disabilities and the features of students with learning disabilities. In addition to these, they were also detected to need education not only in the use and the interpretation of standard assessment tools but also the knowledge about vocational regulations. The participating teachers also stated that they lack knowledge in the establishment of support and cooperation mechanisms, having the content knowledge regarding the preparation of an individualized education plan, providing expert support as well as pre, while and post educational interventions and training for family education. In the light of the research findings, it was proposed to provide practical in-service training with expert support, improve the professional qualifications of teachers providing prevocational and on the job training, and to carry out awareness activities aiming at increasing family participation.

Keywords

: Special education, inclusive education, learning disability, teacher, educational need

References

• Acedo, C. (2011). Preparing teachers for inclusive education. Prospects, 41, 301-302. doi:10.1007/s11125-011-9198-2.
• Aile ve Sosyal Politikalar Bakanlığı [Ministry of Family and Social Policies]. (2014). Aile eğitim rehberi [Family education guide]. Ankara: Grafer Tasarım.
• Aktan, O., & Budak, Y. (2017). Determination of teachers' opinions on the education of the inclusive students with special learning disability. Journal of Education and Practice, 8 (21), 53-65. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/37929/39013.
• Altun, T., & Uzuner, F. G. (2016). Views of primary school teachers about education of students with specific learning difficulties. International Journal of Social Science, 44 (44), 33 - 49. Doi: 0.9761/JASSS3366.
• American Psychiatric Assocation. (2013). Diagnostic and statistical manual of mental disorders (DSM–5). Fifth Edition Source Information. Arlington, VA: About DSM-5 and Development. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm
• Anıl, D., & Acar, M. (2008). Elementary school theachers’ views on issues they experience through measurement and evaluation processes. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5 (2), 44-61. Retrieved from http://efdergi.yyu.edu.tr/uploads/d_anil-1542114038.pdf
• Aslanargun, E. (2007). The review of literature on school-parent cooperation and students’ school success. Manas Üniversitesi Sosyal Bilimler Dergisi, 9 (18), 119-135. Retrieved from http://dergipark.org.tr/en/download/article-file/843643.
• Ataman, A. (2011). Özel Eğitime Giriş. [Introduction to Special Education] Chap 1.A. Ataman (Ed.). İn Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş [Children with Special Needs and Introduction to Special Education] (p. 19-74). Ankara: Gündüz Eğitim.
• Başar, M., & Göncü, A. (2018). Clearing misconceptions of primary school teachers' about learning disabilities and evaluation of teacher opinions. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 33 (1), 185-206. Doi: 10.16986/HUJE.2017027934.
• Batu, E. S. (1998). Özel gereksinimli öğrencilerin kaynaştırıldığı bir kız meslek lisesindeki öğretmenlerin kaynaştırmaya ilişkin görüş ve öneriler. [The Opinions and suggestions of teachers who have integrated exceptional students in their classes in a secondary vocational school]. [Unpublished doctoral dissertation]. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Batu, S. & G. Kırcaali-İftar. (2011). Kaynaştırma. [Inclusion]. Ankara: KÖK Yayıncılık.
• Baykoç Dönmez, N., Aslan, N., & Avcı, N. (1997). İlk ve ortaöğretim kurumu öğretmenlerinin engellilere ve kaynaştırmaya ilişkin bilgi ve görüşleri. [The knowledge and views of primary and secondary education institution teachers about disability and inclusion]. I. Ulusal Eğitim Bilimleri Kongre Bildiri Kitabı. [I. National Educational Sciences Congress Proceedings Book]. Eskişehir.
• Bender, W. N., & Shores, C. (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.
• Bilir, M. (2004). İlköğretim öğretmenlerinin hizmet içi eğitimi. [In-service training of primary education teachers]. Çağdaş Eğitim Dergisi, 308.
• Birol, Z., & Aksoy Zor, E. (2018). Sınıf öğretmenlerinin özel öğrenme güçlüğü tanılı öğrencileriyle yaşadıkları sorunlara ilişkin görüşleri. [The views of the primary school teachers regarding the problems they have with the students who have been diagnosed with special learning difficulties]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38 (3), 887-918. Doi: 10.17152/gefad.400054
• Blecker, N., & Boakes, N. (2010). Creating a learning environment for all children: are teachers ableand willing? International Journal of Inclusive Education, 14 (5), 435-447. Doi: 10.1080/13603110802504937.
• Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston, MA: Allyn & Bacon.
• Butterworth, B., & Kovas, Y. (2013). Understanding neurocognitive developmental disorders can improve education for all. Science, 340 (6130), 300–305. Doi:10.1126/science.1231022.
• Camadan, F. (2012). Sınıf öğretmenleri ve sınıf öğretmeni adaylarının kaynaştırma eğitimine ve BEP hazırlamaya ilişkin özyeterliliklerinin belirlenmesi. [Determining primary school teachers’ and primary school pre-service teachers’ self-efficacy beliefs towards inclusion educatıon and IEP preparation)]. Elektronik Sosyal Bilimler Dergisi Elektronik Sosyal Bilimler Dergisi, 11 (39), 128-138. Retrieved from http://dergipark.org.tr/en/download/article-file/70339.
• Cagran, B., & Schmidt, M. (2011). Attitudes of Sşovene teachers towards the inclusion of pupils with different types of special needs in primary school. Educational Studies, 37 (2), 171-195. Retrieved from https://eric.ed.gov/?id=EJ918336.
• Clark, M. (1997). Teacher response to learning disability: A test of attributional principles. Journal of Learning Disabilities, 30 (1), 69-79. Retrieved from http://www.ldonline.org/article/6162/.
• Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. (5th Ed.). London: Routledge Falmer.
• Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities. New York, NY: National Center for Learning Disabilitie
• Çakan, M. (2004). Öğretmenlerin ölçme-değerlendirme uygulamaları ve yeterlik düzeyleri: ilk ve ortaöğretim. [Comparison of elementary and secondary school teachers in terms of their assessment practices and perceptions toward their qualification levels]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37 (2), 99-114, Doi:10.1501/Egifak_0000000101.
• Çakıroğlu, O. (2015). Response to intervention: early identification of students with learning disabilities. International Journal of Early Childhood Special Education, 7 (1), 170-182.Doi: 10.20489/intjecse.10399.
• Çakıroğlu, O. (2015a). İlkokul Türkçe ders kitaplarındaki metinlerin okunabilirlik düzeylerinin öğrenme güçlüğü olan öğrenciler açısından değerlendirilmesi.[Evaluating the readability levels of elementary school textbooks regarding students with learning disabilities]. e-İlköğretim Online (elektronik), 14 (2), 671-681. Doi:10.17051/io.2015.31984
• Çolak, A., Vuran, S., & Uzuner, Y. (2013). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. [Studies on defining and ımproving social competence characteristics in an elementary school ınclusive classroom]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14 (2) 33-49. Retrieved from http://dergipark.org.tr/en/download/article-file/159105
• Dadandı, İ., & Urfalı-Dadandı, P. (2015). Özgül öğrenme güçlüğü olan öğrencilerin bulunduğu sınıflarda derse giren Türkçe öğretmenlerinin yaşadıkları sorunlara ilişkin görüşleri. [Turkish teachers' opinions of the problems they face in the classroom of students with learning disabilities]. Pegem Eğitim ve Öğretim Dergisi, 5 (5), 509-532, http://dx.doi.org/10.14527/pegegog.2015.028.
• Dapudong, R. C. (2013). Knowledge and attitude towards inclusive education of children with learning disabilities: The case of Thai primary school teachers. Academic Research International, 4 (4), 496-512. Retrieved from http://www.savap.org.pk/journals/ARInt./Vol.4 (4)/2013(44-53).pdf.
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/productfiles/Educating_Whole_Child_REPORT.pdf.
• De Boer, A. A., Pijl, S. J., & Minnaert, A. E. M. G. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25 (2), 165-181.Doi: 10.1080/13603110903030089.
• Demir, B. (2005). Okul öncesi ve ilköğretim birinci sınıfa devam eden öğrencilerde özel öğrenme güçlüğünün belirlenmesi. [Assesment of learning disability in kindergarten and first grade pimary school students] (Yüksek Lisans Tezi). [Master of Thesis]. Marmara Üniversitesi, İstanbul. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Demirdağ, S. (2014). Effective teaching strategies and student engagement: Students with learning disabilities. International Journal of Teaching and Education, 2 (3), 168-175. Retrieved from https://www.iises.net/download/Soubory/soubory-puvodni/pp168-175_ijoteV2N3.pdf.
• Deniz, M. E., Yorgancı, Z. & Özyeşil, Z. (2009). A Research on investigating the trait anxiety and depression levels of the students with learning disabilities. Elementary Education Online, 7 (3), 578-599. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/1929/1765.
• Dikici Sığırtmaç, A., & Gül, E. (2014). Okul öncesinde özel eğitim. [Special education in preschool] Ankara: Vize Yayıncılık.
• Doğan, B. (2013). Türkçe ve sınıf öğretmenlerinin okuma güçlüğüne ilişkin bilgileri ve okuma güçlüğü olan öğrencileri belirleyebilme düzeyleri. [Determining Turkish language and elementary classroom teachers’ knowledge on dyslexia and their awareness of diagnosing students with dyslexia]. Okuma Yazma Eğitimi Araştırmaları Dergisi, 1 (1) 20-33. Retrieved from http://dergipark.org.tr/en/download/article-file/190685
• Downing, J. A., & Parker, B. (2006). Instructional Adaptations for Students with Learning Disabilities. Intervention in School and Clinic, 42 (1), 56–58. Doi:10.1177/10534512060420011101.
• Doyran, F., & Canca, I. (2013). Sorunlu öğrenci mi? Öğrenme güçlüğü olan öğrenci mi? Öğretmenler öğrenme güçlüğü hakkında ne biliyorlar?. [Problem learners or students with learning disabilities? What do teachers know about Learning Disabilities?]. Journal of Academic Social Science Studies (JASSS), 6 (4), 371- 389.Doi: 10.9761/JASSS1442.
• Ebert, M. H., Loosen, P. T., & Nurcombe, B. (2003). Okul çağı ve ergenlik döneminde görülen hastalıklar [School age and diseases seen during adolescence]. In Current diagnosis and treatment in psychiatry (562-587). Ankara: Güneş Kitabevi.
• Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri. [Teachers’ and school administrators’ views of parent involvement in education process]. Kuram ve Uygulamada Eğitim Yönetimi, 16 (3), 399-431. Retrieved from http://dergipark.org.tr/tr/download/article-file/108223.
• Ergin, İ., Akseki, B., & Deniz, E. (2012). İlköğretim okullarında görev yapan sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçları. [Inservice education needs of class teachers teaching at elementary school]. Elektronik Sosyal Bilimler Dergisi, 11 (42), 55-66. Retrieved from https://pdfs.semanticscholar.org/571f/e069f55a31a8b8e552a65136412cccbca254.pdf.
• Eripek, S. (2003). Okulöncesi dönemde özel eğitim. [Special education in preschool period]. Eskişehir: Anadolu Üniversitesi Açık Öğretim Fakültesi Yayını No: 756.
• Eripek, S. (2007). Özel eğitim ve kaynaştırma uygulamaları. [Special education and inclusion practices)]. (Ed. S. Eripek). İlköğretimde kaynaştırma. [Inlusion in primary education]. Eskişehir: Anadolu üniversitesi AÖF Yayınları.
• Florian, L., Young, K., & Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14 (7), 709-722. doi: 10.1080/13603111003778536
• Friend, M., & Bursuck, W. D. (2014). Including students with special needs: A practical guide for classroom teachers. New Jersey: Pearson.
• Fuchs L., & Fuchs D. (1998). General educators’ instructional adaptation for students with learning disabilities. Learning Disability Quarterly, 21 (1), 23–33. Doi: 10.2307/1511370.
• Gelbal, S., & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. [Teachers’ proficiency perceptions of about the measurement and evaluation techniques and the problems they confront]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33 (33), 135-145. Retrieved from http://dergipark.org.tr/en/download/article-file/87640.
• Griffin, C. C., Dana, N. F., Pape, S. J., Algina, J., Bae, J., Prosser, S. K., & League, M. B. (2017). Prime Online : Exploring Teacher Professional Development for Creating Inclusive Elementary Mathematics Classrooms. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. https://doi.org/10.1177/0888406417740702.
• Güner, N. (2011). Kaynaştırma sınıflarında çalışan sınıf öğretmenlerinin sınıf yönetimi bilgi düzeylerinin incelenmesi. [Examining the level of classroom management knowledge of teachers in inclusive classrooms]. Kastamonu Eğitim Dergisi, 19 (3), 691-708. Retrieved from http://dergipark.org.tr/en/download/article-file/817368.
• Gür, B. S., & Kurt, T. (2011). Türkiye'de Ailelerin Eğitim İhtiyaçları. [Educational Needs of Families in Turkey]. Aile ve Toplum, 12 (7), 33-62. Retrieved from http://dergipark.org.tr/en/download/article-file/198256.
• Güzel Özmen, R. (2013). Öğrenme güçlüğü olan öğrenciler. [Students with learning difficulties]. İ. H. Diken (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş içinde (p. 335-366). [In Children with special needs and introduction to special education]. Ankara: Pegem.
• Hakima, B. (2013). Bridging teaching methods and techniques to learning styles and strategies. (Master of thesis). Mohamed Kheider University of Biskra, Algeria. Retrieved from http://archives.univ-biskra.dz/bitstream/123456789/4819/1/m%C3%A9moire.pdf
• Hallahan, D. P. & Mercer, C. D. (2001). Learning disabilities: Historical perspectives. Special Education Programs: Washington, D.C. Retrieved from: https://eric. ed.gov/?id=ED458756.
• İlker, Ö., & Melekoğlu, M. A. (2017). Review of the studies on writing skills of students with specific learning disabilities in elementary education. Ankara University Faculty of Educational Sciences Journal of Special Education, 18 (3), 443-469. Doi:10.21565/ozelegitimdergisi.318602.
• Johnson, E. S., Humphrey, M., Mellard, D. F., Woods, K., & Swanson, H. L. (2010). Cognitive processing deficits and students with specific learning disabilities: A selective metaanalysis of the literature. Learning Disability Quarterly, 33 (1), 3–18. Doi: 10.1177/073194871003300101.
• Kançeşme, C. (2015). Özel öğrenme güçlüğü olan öğrencilere sayıların ingilizce yazımının öğretiminde eşzamanlı ipucu ile kapat-kopyala-karşılaştır öğretim yöntemlerinin etkililiklerinin karşılaştırılması. [Comparing the effectiveness of cover - copy - compare method and simultaneous prompting procedure on teaching students with special learning disability to write the numbers in words in English]. Yüksek Lisans Tezi. [Master's Thesis]. Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
• Kaya, Ö. (2013). Özel eğitimde roller ve sorumluluklar. [Roles and responsibilities in special education]. S. Vuran (Ed.), Özel eğitim içinde (s. 32- 48). [In Special education]. Ankara: Maya.
• Kırcaali-İftar, G. (1998). Özel gereksinimli bireyler ve özel eğitim. [Individuals with special needs and special education]. Eskişehir Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
• Kuruyer, H. G., & Çakıroğlu, A. (2017). Sınıf öğretmenlerinin özel öğrenme güçlüğü olan öğrencilerin eğitsel değerlendirme ve eğitimsel müdahale sürecinde görüş ve uygulamaları. [Primary school teachers’ opinions and practices in educational evaluation and intervention in process of specific learning difficulties]. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12 (28), 539-555. Doi: 10.7827/TurkishStudies.12494.
• Lagae, L. (2008). Learning disabilities: definitions, epidemiology, diagnosis, and intervention strategies. Pediatric Clinics of North America, 55 (6), 1259-1268. Doi: 10.1016/j.pcl.2008.08.001.
• Leatherman, J. M. (2007). "I just see all childdren as children": Teachers' perceptions about inclusion. The qualitative report, 12 (4), 594-611. Retrieved from https://nsuworks.nova.edu/tqr/vol12/iss4/5.
• Lee, L. W., & Low, H. M. (2013). ‘Unconscious’ inclusion of students with learning disabilities in a Malaysian mainstream primary school: Teachers’ perspectives. Journal of Research in Special Educational Needs, 13 (3), 218-228. Doi:10.1111/j.1471-3802.2012.01250.x
• Lewis, R. B., & Doorlag, D. H. (2011). Teaching students with special needs in general education classrooms. (8th ed.). Upper Saddle River, NJ: Pearson.
• Lichtman, M. (2006). Qualitative research in education a users’ guide. Thousand Oaks: Sage Publications.
• Liederman, J., Kantrowitz, L., & Flannery, K. (2005). Male vulnerability to reading disability is not likely to be a myth a call for new data. Journal of Learning Disabilities, 38 (2), 109-129. Doi: 10.1177/00222194050380020201.
• Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Edition). Calif: SAGE Publications.
• Ministry of National Education (MoNE). (2008). Özel öğrenme güçlüğü destek eğitim programı. [Special learning disability support training program]. Ankara
• Ministry of National Education (MoNE). (2008a). Sınıf öğretmenlerinin hizmet içi eğitim ihtiyacının belirlenmesi. [Determination of in-service training needs of classroom teachers]. Retrieved from http://www.meb.gov.tr/earged/earged/sinif_ogrt_ihtiyaci.pdf.
• Ministry of National Education (MoNE). (2010). Özel eğitim okullarında özel eğitim hizmetleri uygulamalarının değerlendirilmesi (görme, işitme, ortopedik ve eğitilebilir zihinsel engelliler ilköğretim okulları örneği). [Evaluation of special education services practices in special education schools (visual, hearing, orthopedic and educable mentally handicapped primary schools example]. Retrieved from http://www.meb.gov.tr/earged/earged/Ozel_eg_ok_ozel_eg_hizm_uygu_deg.pdf
• Ministry of National Education (MoNE). (2018). Özel eğitim hizmetleri yönetmeliği. [Special Education Services Regulation]. Retrieved from https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm.
• Melekoğlu, M. (2017). Özel öğrenme güçlüğüne giriş. [Introduction to special learning disabilities]. M. A. Melekoğlu & O. Çakıroğlu (Ed.), Özel öğrenme güçlüğü olan çocuklar içinde (s.15-44). [In Children with special learning disabilities]. Ankara: Vize.
• Melekoğlu, M. A., Çakıroğlu, O., & Malmgren, K. W. (2009). Special education in Turkey. International Journal of Inclusive Education, 13 (3), 287-298. Doi: 10.1080/13603110701747769
• Metin, N., Güleç, H., & Şahin, Ç. (2009). İlköğretim öğretmenlerinin zihinsel engelli çocukların kaynaştırılmasına yönelik almış oldukları hizmet içi eğitim sonrasında yeterliliklerinin belirlenmesi. [Determining the competencies of primary school teachers after the in-service training they have received for the inclusion of children with mental disabilities]. I. Uluslararası Türkiye Eğitim Araştırmaları Kongresi, Çanakkale.
• Mutlu, Y. (2016). Bilgisayar destekli öğretim materyallerinin matematik öğrenme güçlüğü yaşayan öğrencilerin sayı algılama becerileri üzerindeki etkilerinin incelenmesi. [The investigation of the effects of computer assisted instruction materials on the number perception skills of students with dyscalculia].Yayımlanmamış Doktora Tezi. [Unpublished doctoral dissertation] Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü, Erzurum. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Okur Akçay, N., Akçay, A., & Kurt, M. (2016). Ortaokul öğretmenlerinin öğretim yöntem ve tekniklerine yönelik görüş ve yeterliklerinin incelenmesi. [Investigation of the secondary school teachers’ view and competency to teaching methods and techniques]. Eğitim ve Öğretim Araştırmaları Dergisi, 5 (1), 333-342. Retrieved from http://www.jret.org/FileUpload/ks281142/File/35a..nilufer_okur_akcay.pdf
• Osborne, A. G., & Dimattia, P. (1994). The least restrictive envinronment mandante: Legal implications. Exceptional Children, 61 (1), 6-14. Doi: 10.1177/001440299406100102.
• Özabacı, N., & Ergün-Başak, B. (2013). A metaphor analysis of teachers’ perceptions of students with learning disabilities. Hacettepe University Journal of Education, 28 (1), 269-280. Retrieved from http://dergipark.org.tr/en/download/article-file/87139
• Özçivit Asfuroğlu, B., & Tülin Fidan, S. (2016). Özgül öğrenme güçlüğü. [Spesific learning disability]. Osmangazi Tıp Dergisi, 38 (Özel Sayı 1), 49-54. Doi: http://dx.doi.org/10.20515/otd.17402.
• Özkardeş, O. G., & Şekeral, C. K. (2013). Üstün zekâlı öğrencilerde özel öğrenme güçlüğü belirtilerinin taranması. [A survey of identifying symptoms of specific learning disabilities of gifted children]. İstanbul Ticaret Üniversitesi Sosyal Bilimleri Dergisi, 12 (23), 197-219. Retrieved from http://cocukuniversitesi.aydin.edu.tr/tez/ustun_zeka_ogrenme_guclugu.pdf
• Özsoy, Y., Özyürek, M., & Eripek, S. (1998). Özel eğitime giriş. [Introduction to special education]. Ankara: Karatepe Yayınları.
• Petretto, D. R., & Masala, C. (2017). Dyslexia and Specific Learning Disorders, New International Diagnostic Criteria. Journal of Childhood & Developmental Disorders, 3 (4), 1-7. Doi: 10.4172/2472-1786.100056
• Pijl, S. J., Meijer, C. J. W. & Hegarty, S. (eds.) (1997). Inclusive Education: A Global Agenda. London: Routledge.
• Polat, E. (2013). Özel öğrenme güçlüğü yaşayan öğrenciler için web destekli uyarlanabilir öğretim sistemi tasarımı. [Instructional design of adaptive web-assisted learning system for students with specific learning disabilities]. Yüksek Lisans Tezi. [Master of Thesis]. Sakarya Üniversitesi, Sakarya.
• Rafferty, Y., Boettcher, C., & Griffin, K. W. (2001). Benefits and Risks of Reverse Inclusion for Preschoolers with and without Disabilities: Parents’ Perspectives. Journal of Early Intervention, 27 (3), 266-286. Doi: 10.1177/105381510502700305.
• Rumsey, J. M. (2006). Neuroimaging in developmental dyslexia: A review and conceptualization. In G. R. Lyon & M. Rumsey (Eds.), Neuroimaging (pp. 57–77). Baltimore, MD: Brookes.
• Sadioğlu, Ö., Bilgin, A., Batu, S., & Oksal, A. (2013). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerileri. [Problems, Expectations, and Suggestions of Elementary Teachers Regarding Inclusion]. Kuram ve Uygulamada Eğitim Bilimleri, 13 (3), 1743-1765. Doi: 10.12738/estp.2013.3.1546.
• Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (4th ed). Prentice Hall.
• Sattler, J. M. (1998). Assessment of learning disabilities, attention deficit hyperactivity disorder, conduct disorder, pervasive developmental disorders and sensory impairments. In Assessment of children (p. 597-645). San Diego: Publisher Inc.
• Serin, M. K., & Korkmaz, İ. (2014). Sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçlarının analizi. [Analysis of Classroom Teachers’ In Service Training Needs]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15 (1), 155-169. Retrieved from JKEF_15_1_2014_155_169.pdf.
• Silverman, D. (2006). Interpreting qualitative data (3rd Ed.). London: Sage.
• Skutil, M., Haclickova, K. & Matejickova, R. (2016). Teaching methods in primary education from the teacher’s point of view. SHS Web of Conferences, Volume 26, 1-7. Doi: 10.1051/shsconf/20162601001.
• Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.
• Sucuoğlu, B. (2006). Etkili kaynaştırma uygulamaları. [Effective inclusion practices]. Ankara: Ekinoks Yayıncılık.
• Sucuoğlu, B., & Kargın T. (2014). İlköğretimde kaynaştırma uygulamaları. [Inclusion practices in primary education]. Ankara: Kök.
• Swanson, H. L. (2008). Neuroscience and RTI: A complementary role. In E. Fletcher-Janzen & C. R. Reynolds (Eds.), Neurological perspectives on learning disabilities in The era of RTI: Recommendations for diagnosis and intervention (p. 28–53). Hoboken, NJ: John Wiley
• Şahbaz, Ü., & Kalay, G. (2010). Okulöncesi eğitimi öğretmen adaylarının kaynaştırmaya ilişkin görüşlerinin belirlenmesi. [The determination of views of pre-school student teachers related with inclusion]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 19, 116-135. Retrieved from http://dergipark.org.tr/en/download/article-file/181297
• Tatar, E., & Dikici, R. (2008). Matematik eğitiminde öğrenme güçlükleri. [Learning difficulties in mathematics education]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5 (3), 183-193. Retrieved from http://dergipark.org.tr/en/download/article-file/183194
• Turan, F., & Yükselen, A. (2004).Öğrenme güçlüğü olan çocukların dil özellikleri. [Language characteristics of children with learning disabilities]. Eğitim ve Bilim, 29 (132), 43-48. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/download/5072.
• Turan Turgut S., Erdoğan Bakar E., Erden G., & Karakaş S. (2016). Özgül öğrenme bozukluğunun ayırıcı tanısında nöro-psikometrik ölçümlerin kullanımı. [Using neuropsychometric measurements in the differential diagnosis of specific learning disability]. Nöropsikiyatri Arşivi, 2016 (53), 144-151. DOI: 10.5152/npa. 2015.10024.
• Tyagi, G. (2016). Role of teacher in inclusive education. International Journal of Education and Applied Research, 6 (1), 115-116. Retrieved from http://ijear.org/vol61/TEP2016/34-gunjan-tyagi.pdf
• U.S. Department of Education. (2016). The condition of education 2016. NCES 2016144. Washington, DC: Author. Retrieved from https://nces.ed.gov/pubs2016/2016144.pdf. Vlachou, A., Didaskalou, E., & Kontofryou, M. (2015). Roles, duties and challenges of special/support teachers at secondary education: Implications for promoting inclusive practices. European Journal of Special Needs Education, 30 (4), 551-564. Doi: 10.1080/08856257.2015.1060073.
• Yeo, L. S., Chong, W. H., Neihart, M. F., & Huan, V. S. (2014). Teachers’ experience with inclusive education in Singapore. Asia Pacific Journal of Education, 8791 (September), 1–15. Doi: 10.1080/02188791.2014.934781.
• Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). (Qualitative research methods in the social sciences, 9th Edition). Ankara: Seçkin Yayınevi.
• Yıldırım Doğru, S., Alabay, E., & Kayılı, G. (2010). Normal gelişim gösteren ve öğrenme güçlüğü olan çocukların sözcük dağarcığı ile dili anlama düzeylerinin belirlenmesi. [Determination of word knowledge and comprehension levels in normal developing and learning disorder children]. İlköğretim Online, 9 (3), 828-840. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/1704/1540.
• Yin, R. K. (2003). Case study research: design and methods (3rd ed.). Thousand Oaks: Sage Publications.
• Yönter, S. (2009). İlköğretim kaynaştırma sınıfı öğretmenlerinin zihinsel yetersizliği olan öğrencilere yönelik matematik öğretimi uyarlamalarına ilişkin görüşleri. [Opinions of the teachers of inclusive classes in primary schools about instructional adaptations in mathematics for students with intellectual disabilities]. Yüksek Lisans Tezi. (Master of Thesis). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.