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Okul Öncesi Kaynaştırmada Kalite: Kapsam ve Değerlendirme

Year 2018, Volume: 19 Issue: 1, 181 - 198, 02.03.2018
https://doi.org/10.21565/ozelegitimdergisi.279652

Abstract




















Kaynaştırma ile
ilgili pek çok boyut ülkemiz özeli ele alındığında soru işaretlerini de
beraberinde getirmektedir. Sunulan hizmetlerin kalitesi birçok boyutu
etkileyebilecek bir tartışma konusu olarak ortaya çıkmaktadır ve bu durum okul
öncesi kaynaştırmada daha da belirgin hale gelmektedir. Kalite kavramı,
hizmetlerin sunumu ve niteliği açısından oldukça önemlidir. Son yıllarda
kaynaştırmanın “ne” olduğundan çok, “nasıl” ele alındığı ve nasıl kaliteli hale
gelebileceği, bu durumun hangi özellikler bağlamında ele alınacağı tartışılmaya
başlanmıştır. Bu makale kapsamında okul öncesi kaynaştırmanın kalitesi, kalite
değerlendirmeyle ilgili boyutları ve bu doğrultuda kullanılabilecek
değerlendirme araçları ele alınmaktadır.

References

  • Adams, D. (1993). Defining educational quality. Improving Educational Quality Project Publication, 1. http://pdf.usaid.gov/pdf_docs/PNACA245.pdf adresinden 01.05.2016 tarihinde edinilmiştir.
  • Aksoy, P. (2009). Okul öncesi eğitim kurumlarının eğitim ortamlarının niteliğinin bazı değişkenler açısından incelenmesi (Tokat ili örneği). Yayımlanmamış Yüksek Lisans Tezi (Ankara: Ankara Üniversitesi).
  • Allan, K. E., & Cowdery, G. E. (2005). The exceptional child: Inclusion in early childhood education. (5th Ed.). NY: Thomson Delmar Learning.
  • Altun, T., & Gülben, A. (2009). Okulöncesinde özel gereksinim duyan çocukların eğitimindeki uygulamalar ve karşılaşılan sorunların öğretmen görüşleri açısından değerlendirilmesi. Selçuk Üniversitesi, Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 28, 253-272.
  • Barton, E. E. & Smith, B. J. (2014). Fact sheet of research on preschool inclusion. Pyramid Plus: The Colorado Center for Social Emo- tional Competence and Inclusion. Denver, CO. http://www.pyramidplus.org/
  • Barton, E. E., & Smith, B. J. (2015). Advancing High-Quality Preschool Inclusion A Discussion and Recommendations for the Field. Topics in Early Childhood Special Education, 35(2), 69-78.
  • Batu, S., & Kırcaali-İftar, G. (2005). Kaynaştırma. Ankara: Kök Yayınları.
  • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 3, 339-355.
  • Burchinal, R. M., Roberts, J. E., Riggings, R., Zeisel, S. A., Neebe, E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language develeopment longitudinally. Child Development, 2, 339-357.
  • Buysse, V., & Bailey, D. B. (1993). Behavioral and Developmental Outcomes in Young Children with Disabilities in Integrated and Segregated Settings A Review of Comparative Studies. The Journal of Special Education, 26(4), 434-461.
  • Buysse, V., & Hollingsworth, H. (2009). Program quality and early childhood inclusion: Recommendations for Professional development. Topics in Early Childhood Special Education, 2, 119-128.
  • Buysse, V., Wesley, P. W., Bryant, D., & Gardner, D. (1999). Quality of early childhood programs in inclusive and noninclusive settings. Exceptional Children, 65, 301-314.
  • Cate, D., Difendorf, M., McCullough, K., Peters, M. L., & Whaley, K. (Eds.). (2010). Quality indicators of inclusive early childhood programs/practices: A compilation of selected resources. Chapell Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Center.
  • DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Divisionfor Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute. Carolina, http://community.fpg.unc.edu/resources/articles/files/EarlyChildhoodInclusion-04-2009.pdf
  • Feyman, N. (2006). Okul öncesi eğitim kurumlarında kalitenin çocukların gelişim alanları üzerine etkisinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
  • Fyssa, A., & Vlachou, A. (2015). Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms. Journal of Early Intervention, 37(3), 190-207.
  • Green, K., Terry, N., & Gallagher, P. (2014). Progress in language and literacy skills among children with disabilities in inclusive early reading first classrooms. Topics in Early Childhood Special Education 33, 249-259.
  • Göl- Güven, M. (2009). Evaluation of the early childhood classrooms in Turkey. Early Childhood Development and Care, 179(4), p. 437-451.
  • Gupta, S. S., Henninger IV, W. R., & Vinh, M. (2014). First steps to preschool inclusion: How to jumpstart your programwide plan. http://products.brookespublishing.com/First-Steps-to-Preschool-Inclusion-P762.aspx adresinden 18.06.2014 tarihinde edinilmiştir.
  • Güçhan-Özgül, S. (2011). Okul öncesi eğitim ortamlarının kalite değişkenleri açısından değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Balıkesir Üniversitesi, Balıkesir.
  • Hestenes, L. L., Cassidy, D. J., Hedge, A. V., & Lower, J. K. (2007). Quality in inclusive and noninclusive infant and toddler classrooms. Journal of Research in Childhood Education, 1, 69-84.
  • Hestenes, L. L., Cassidy, D. J., Shim, J., & Hedge, A. V. (2008). Quality in inclusive preschool classrooms. Early Education and Development, 19, 519-540.
  • Ishimine, K., & Tayler, C. (2014). Assessing quality in early childhood education and care. European Journal of Education, 49(2), 272-290.
  • Hunt, P., Farrron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of the Association for Person with Severe Handicaps, 19, 200- 214.
  • Kalkan, E. (2008). Okul öncesi eğitim kurumlarında kalitenin fiziksel koşullar açısından incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
  • Kargın, T. (2004). Kaynaştırma: Tanımı, gelişimi ve ilkeleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5, 1-13.
  • Katz, L. G. (1993). Multiple perspectives on the quality of early childhood programmes. European Early Childhood Education Research Journal, 1(2), 5-9.
  • La Paro, K. M., Sexton, D., & Snyder, P. (1998). Program quality characteristics in segregated and inclusive early childhood settings. Early Childhood Research Quarterly,1, 151-167.
  • Layzer, J. I., & Goodson, B. D. (2006). The “quality” of early care and education settings Definitional and measurement issues. Evaluation Review, 30(5), 556-576.
  • Lero, D. S. (2010). Assessing inclusion quality in early learning and child care in Canada with the SpeciaLink Child Care Inclusion Practices Profile and Principles Scale. SpeciaLink National Centre for Child Care Inclusion. http://www.specialinkcanada.org/about/pdf/SpeciaLink%20Research%20Report%20on%20Inclusion%20Quality%20Rating%20Scale.pdf adresinden 28.08.2016 tarihinde erişilmiştir.
  • Loreman, T. (2007). Seven Pillars of Support for Inclusive Education: Moving from" Why?" to" How?". International Journal of Whole Schooling, 3(2), 22-38.
  • Loreman, T., Forlin, C., & Sharma, U. (2014). Measuring indicators of inclusive education: A systematic review of the literature. Measuring inclusive education, 165-188.
  • Lieber, J., Hanson, M. J., Beckman, P. J., Odom, S. L., Sandall, S. R., Schwartz, I. S., ... & Wolery, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67(1), 83-98.
  • Lipsky, D. K., & Gartner, A. (1996). Inclusion, school restructuring and the remaking of American society. Harvard Educational Review, 66, 762-796.
  • Mastropieri, M.A., & Scrugss, T.E. (2007). The inclusive classroom strategies: Strategies for effective instruction. (3rd Ed.). Upper Saddle River: NJ/Pearson Merrill Prentice Hall.
  • Martinez-Beck, I., Tout, K., & Halle, T. (2011). Quality measurement in early childhood settings. Paul H. Brookes Publishing Company.
  • NPDCI (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf adresinden 11.03.2013 tarihinde edinilmiştir.
  • NPDCI (2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf adresinden 10.03.2013 tarihinde edinilmiştir.
  • Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
  • Odom, S. L., Hanson, M. J., Lieber, J., Marquart, J., Sandall, S., Wolery, R., ... & Chambers, J. (2001). The costs of preschool inclusion. Topics in Early Childhood Special Education, 21(1), 46-55.
  • Odom, S. L., & Bailey, D. (2001). Inclusive preschool programs: Classroom ecology and child outcomes. Early childhood inclusion: Focus on change, 253-276.
  • Odom, S. L., Buysse, V., & Soukakaou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 4, 344-356.
  • Odom, S. L., & Diamond, K. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3-25.
  • Odom, S. L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M. J., Beckman, P., Schwartz, I., & Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological system perspective. Journal of Research in Special Educational Needs, 4, 17-49.
  • Rafferty, Y., Piscitelli, V., & Boettcher, C. (2003). The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69, 467–479.
  • Salend, S. J. (1998). Effective mainstreaming creating inclusive classrooom. Ohio: Merrill.
  • Siraj‐Blatchford, I., & Wong, Y. L. (1999). Defining and evaluating ‘quality’ early childhood education in an international context: Dilemmas and possibilities. Early Years, 20(1), 7-18.
  • Solak, N. (2007). Adana il merkezinde bulunan okul öncesi eğitim kurumlarında kalitenin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Adana.
  • Soukakou, E. (2012). Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly, 27, 478-488.
  • Soukakou, E., Winton, P., & West, T. (2012). The Inclusive Classroom Profile (ICP): Report on preliminary findings of demonstration study in North Carolina. Chapell Hill, NC: NPDC, FPG Child Institute.
  • Soukakou, E. P., Winton, P. J., West, T. A., Sideris, J. H., & Rucker, L. M. (2014). Measuring the Quality of Inclusive Practices Findings From the Inclusive Classroom Profile Pilot. Journal of Early Intervention, 36(3), 223-240.
  • Spiker, D., Hebbeler, K. M., & Barton, L. R. (2011). Measuring quality of ECE programs for children with disabilities. (Edited by Zaslow, M., Martinez, Beck, I., Tout, K.) Quality measurement in early childhood settings. Baltimore: Brookes.
  • Tekmen, B. (2005). A study on the structural and process of early childhood and care centers in Ankara. Unpublished master thesis, METU, Ankara.
  • Wolery, R. A., & Odom, S. (2000). An administrator's guide to preschool inclusion. Chapel Hill: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute on Inclusion.
  • Yılmaz, B. (2014). Okul öncesi kaynaştırma sınıflarının kalitesinin değerlendirilmesi. (Yayımlanmış yüksek lisans tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, Türkiye). https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp adresinden elde edilmiştir. (Tez No. 397446)
  • Zaslow, M., Martinez-Beck, I., Tout, K., & Halle, T. (2011). Quality measurement in early childhood settings. Baltimore: Brookes.
Year 2018, Volume: 19 Issue: 1, 181 - 198, 02.03.2018
https://doi.org/10.21565/ozelegitimdergisi.279652

Abstract

References

  • Adams, D. (1993). Defining educational quality. Improving Educational Quality Project Publication, 1. http://pdf.usaid.gov/pdf_docs/PNACA245.pdf adresinden 01.05.2016 tarihinde edinilmiştir.
  • Aksoy, P. (2009). Okul öncesi eğitim kurumlarının eğitim ortamlarının niteliğinin bazı değişkenler açısından incelenmesi (Tokat ili örneği). Yayımlanmamış Yüksek Lisans Tezi (Ankara: Ankara Üniversitesi).
  • Allan, K. E., & Cowdery, G. E. (2005). The exceptional child: Inclusion in early childhood education. (5th Ed.). NY: Thomson Delmar Learning.
  • Altun, T., & Gülben, A. (2009). Okulöncesinde özel gereksinim duyan çocukların eğitimindeki uygulamalar ve karşılaşılan sorunların öğretmen görüşleri açısından değerlendirilmesi. Selçuk Üniversitesi, Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 28, 253-272.
  • Barton, E. E. & Smith, B. J. (2014). Fact sheet of research on preschool inclusion. Pyramid Plus: The Colorado Center for Social Emo- tional Competence and Inclusion. Denver, CO. http://www.pyramidplus.org/
  • Barton, E. E., & Smith, B. J. (2015). Advancing High-Quality Preschool Inclusion A Discussion and Recommendations for the Field. Topics in Early Childhood Special Education, 35(2), 69-78.
  • Batu, S., & Kırcaali-İftar, G. (2005). Kaynaştırma. Ankara: Kök Yayınları.
  • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 3, 339-355.
  • Burchinal, R. M., Roberts, J. E., Riggings, R., Zeisel, S. A., Neebe, E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language develeopment longitudinally. Child Development, 2, 339-357.
  • Buysse, V., & Bailey, D. B. (1993). Behavioral and Developmental Outcomes in Young Children with Disabilities in Integrated and Segregated Settings A Review of Comparative Studies. The Journal of Special Education, 26(4), 434-461.
  • Buysse, V., & Hollingsworth, H. (2009). Program quality and early childhood inclusion: Recommendations for Professional development. Topics in Early Childhood Special Education, 2, 119-128.
  • Buysse, V., Wesley, P. W., Bryant, D., & Gardner, D. (1999). Quality of early childhood programs in inclusive and noninclusive settings. Exceptional Children, 65, 301-314.
  • Cate, D., Difendorf, M., McCullough, K., Peters, M. L., & Whaley, K. (Eds.). (2010). Quality indicators of inclusive early childhood programs/practices: A compilation of selected resources. Chapell Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Center.
  • DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Divisionfor Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute. Carolina, http://community.fpg.unc.edu/resources/articles/files/EarlyChildhoodInclusion-04-2009.pdf
  • Feyman, N. (2006). Okul öncesi eğitim kurumlarında kalitenin çocukların gelişim alanları üzerine etkisinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
  • Fyssa, A., & Vlachou, A. (2015). Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms. Journal of Early Intervention, 37(3), 190-207.
  • Green, K., Terry, N., & Gallagher, P. (2014). Progress in language and literacy skills among children with disabilities in inclusive early reading first classrooms. Topics in Early Childhood Special Education 33, 249-259.
  • Göl- Güven, M. (2009). Evaluation of the early childhood classrooms in Turkey. Early Childhood Development and Care, 179(4), p. 437-451.
  • Gupta, S. S., Henninger IV, W. R., & Vinh, M. (2014). First steps to preschool inclusion: How to jumpstart your programwide plan. http://products.brookespublishing.com/First-Steps-to-Preschool-Inclusion-P762.aspx adresinden 18.06.2014 tarihinde edinilmiştir.
  • Güçhan-Özgül, S. (2011). Okul öncesi eğitim ortamlarının kalite değişkenleri açısından değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Balıkesir Üniversitesi, Balıkesir.
  • Hestenes, L. L., Cassidy, D. J., Hedge, A. V., & Lower, J. K. (2007). Quality in inclusive and noninclusive infant and toddler classrooms. Journal of Research in Childhood Education, 1, 69-84.
  • Hestenes, L. L., Cassidy, D. J., Shim, J., & Hedge, A. V. (2008). Quality in inclusive preschool classrooms. Early Education and Development, 19, 519-540.
  • Ishimine, K., & Tayler, C. (2014). Assessing quality in early childhood education and care. European Journal of Education, 49(2), 272-290.
  • Hunt, P., Farrron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of the Association for Person with Severe Handicaps, 19, 200- 214.
  • Kalkan, E. (2008). Okul öncesi eğitim kurumlarında kalitenin fiziksel koşullar açısından incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
  • Kargın, T. (2004). Kaynaştırma: Tanımı, gelişimi ve ilkeleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5, 1-13.
  • Katz, L. G. (1993). Multiple perspectives on the quality of early childhood programmes. European Early Childhood Education Research Journal, 1(2), 5-9.
  • La Paro, K. M., Sexton, D., & Snyder, P. (1998). Program quality characteristics in segregated and inclusive early childhood settings. Early Childhood Research Quarterly,1, 151-167.
  • Layzer, J. I., & Goodson, B. D. (2006). The “quality” of early care and education settings Definitional and measurement issues. Evaluation Review, 30(5), 556-576.
  • Lero, D. S. (2010). Assessing inclusion quality in early learning and child care in Canada with the SpeciaLink Child Care Inclusion Practices Profile and Principles Scale. SpeciaLink National Centre for Child Care Inclusion. http://www.specialinkcanada.org/about/pdf/SpeciaLink%20Research%20Report%20on%20Inclusion%20Quality%20Rating%20Scale.pdf adresinden 28.08.2016 tarihinde erişilmiştir.
  • Loreman, T. (2007). Seven Pillars of Support for Inclusive Education: Moving from" Why?" to" How?". International Journal of Whole Schooling, 3(2), 22-38.
  • Loreman, T., Forlin, C., & Sharma, U. (2014). Measuring indicators of inclusive education: A systematic review of the literature. Measuring inclusive education, 165-188.
  • Lieber, J., Hanson, M. J., Beckman, P. J., Odom, S. L., Sandall, S. R., Schwartz, I. S., ... & Wolery, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67(1), 83-98.
  • Lipsky, D. K., & Gartner, A. (1996). Inclusion, school restructuring and the remaking of American society. Harvard Educational Review, 66, 762-796.
  • Mastropieri, M.A., & Scrugss, T.E. (2007). The inclusive classroom strategies: Strategies for effective instruction. (3rd Ed.). Upper Saddle River: NJ/Pearson Merrill Prentice Hall.
  • Martinez-Beck, I., Tout, K., & Halle, T. (2011). Quality measurement in early childhood settings. Paul H. Brookes Publishing Company.
  • NPDCI (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf adresinden 11.03.2013 tarihinde edinilmiştir.
  • NPDCI (2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf adresinden 10.03.2013 tarihinde edinilmiştir.
  • Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
  • Odom, S. L., Hanson, M. J., Lieber, J., Marquart, J., Sandall, S., Wolery, R., ... & Chambers, J. (2001). The costs of preschool inclusion. Topics in Early Childhood Special Education, 21(1), 46-55.
  • Odom, S. L., & Bailey, D. (2001). Inclusive preschool programs: Classroom ecology and child outcomes. Early childhood inclusion: Focus on change, 253-276.
  • Odom, S. L., Buysse, V., & Soukakaou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 4, 344-356.
  • Odom, S. L., & Diamond, K. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3-25.
  • Odom, S. L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M. J., Beckman, P., Schwartz, I., & Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological system perspective. Journal of Research in Special Educational Needs, 4, 17-49.
  • Rafferty, Y., Piscitelli, V., & Boettcher, C. (2003). The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69, 467–479.
  • Salend, S. J. (1998). Effective mainstreaming creating inclusive classrooom. Ohio: Merrill.
  • Siraj‐Blatchford, I., & Wong, Y. L. (1999). Defining and evaluating ‘quality’ early childhood education in an international context: Dilemmas and possibilities. Early Years, 20(1), 7-18.
  • Solak, N. (2007). Adana il merkezinde bulunan okul öncesi eğitim kurumlarında kalitenin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Adana.
  • Soukakou, E. (2012). Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly, 27, 478-488.
  • Soukakou, E., Winton, P., & West, T. (2012). The Inclusive Classroom Profile (ICP): Report on preliminary findings of demonstration study in North Carolina. Chapell Hill, NC: NPDC, FPG Child Institute.
  • Soukakou, E. P., Winton, P. J., West, T. A., Sideris, J. H., & Rucker, L. M. (2014). Measuring the Quality of Inclusive Practices Findings From the Inclusive Classroom Profile Pilot. Journal of Early Intervention, 36(3), 223-240.
  • Spiker, D., Hebbeler, K. M., & Barton, L. R. (2011). Measuring quality of ECE programs for children with disabilities. (Edited by Zaslow, M., Martinez, Beck, I., Tout, K.) Quality measurement in early childhood settings. Baltimore: Brookes.
  • Tekmen, B. (2005). A study on the structural and process of early childhood and care centers in Ankara. Unpublished master thesis, METU, Ankara.
  • Wolery, R. A., & Odom, S. (2000). An administrator's guide to preschool inclusion. Chapel Hill: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute on Inclusion.
  • Yılmaz, B. (2014). Okul öncesi kaynaştırma sınıflarının kalitesinin değerlendirilmesi. (Yayımlanmış yüksek lisans tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, Türkiye). https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp adresinden elde edilmiştir. (Tez No. 397446)
  • Zaslow, M., Martinez-Beck, I., Tout, K., & Halle, T. (2011). Quality measurement in early childhood settings. Baltimore: Brookes.
There are 56 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Betül Yılmaz

Necdet Karasu

Publication Date March 2, 2018
Published in Issue Year 2018 Volume: 19 Issue: 1

Cite

APA Yılmaz, B., & Karasu, N. (2018). Okul Öncesi Kaynaştırmada Kalite: Kapsam ve Değerlendirme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 181-198. https://doi.org/10.21565/ozelegitimdergisi.279652

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