Perceptions of Turkish Preschool Teachers’ about Their Roles within the Context of Inclusive Education.

Year 2019, Volume: 11 Issue: 1, 31 - 42, 30.06.2019

Mehmet Seckin Gezer Veysel Aksoy

https://doi.org/10.20489/intjecse.583541

Abstract

The
roles and responsibilities of preschool teachers are principal factors in the
success of inclusive practices. Teachers should be aware of their roles and act
accordingly in order to be effective in inclusive settings. The aim of this
study is to evaluate preschool teachers’ perceptions of their roles within the
context of inclusion education. The participants were 19 preschool teachers
with students with disabilities in their inclusive classrooms. Based on semi-structured
interviews with the teachers, their role perceptions are discussed under six
themes. Teachers are aware of some, but not all of their roles and
responsibilities required of them by the relevant special law. They have
significant deficiencies in knowledge and strategies necessary to adequately
fulfil their legally-defined roles.

Keywords

inclusion, preschool teachers, role perception

Supporting Institution

Anadolu University

Project Number

1609E62

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