Okullardaki Bütünleştirme Eğitimi Uygulamaların Yeterliliğinin Çeşitli Değişkenler Açısından İncelenmesi

Öz

Türkiye'de, bütünleştirme eğitimi uygulayan okulların yeterliliğini doğrudan ölçen kalite göstergesi bulunmamaktadır. Bu çalışma okulların bütünleştirme eğitimi uygulamalarına ilişkin yeterliliğini değişkenler açısından incelemeyi amaçlamaktadır. Çalışma betimsel tarama modeli kullanılarak yürütülmüştür. Çalışmaya Ankara’da 68 okulda görev yapan 1423 öğretmen katılmıştır. Çalışmada “Okulların Bütünleştirme Uygulamalarındaki Yeterliliği Ölçeği” kullanılmış ve okulların bütünleştirme eğitimi uygulamalarındaki yeterlilik düzeyi belirlenmeye çalışılmıştır. Ölçek, okul rehberlik hizmetleri, eğitim destek odası hizmetleri, çevresel eğitim düzenlemesi ve öğretmen bilgi düzeyi olmak üzere dört faktör altında 25 maddeden oluşmaktadır. Araştırma bulguları bütünleştirme eğitiminin uygulandığı okullarda görev yapan öğretmenlerin okul türü değişkenine ilişkin yeterliliklerinin okul rehberlik hizmetleri, destek eğitim hizmetleri, çevresel ve eğitsel düzenlemeler ve bilgi düzeyi açısından farklılık gösterdiğini ortaya koymuştur. Çalışmanın sonuçlarında okul rehberlik hizmetleri boyutu açısından ortaokul ve lise arasında anlamlı bir fark bulunurken; çevresel ve eğitsel düzenlemeler boyutu açısından ilkokul-ortaokul, ilkokul-lise ve ortaokul-lise arasında anlamlı bir fark bulunmuştur.Okulların, bütünleştirme eğitim uygulamalarına kendilerini hazırlamaları ve yeterliliklerini belirlemeleri gerekmektedir.

Anahtar Kelimeler

• bütünleştirme uygulamaları
• yeterlilik
• öğretmen bilgi düzeyi
• okul türleri

Etik Beyan

Bu çalışmada, Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi’nde belirtilen tüm kurallara uyulmuştur.

An Examination of Schools’ Inclusive Education Practices across Selected Variables

Öz

Measuring and monitoring inclusive education is crucial for the academic and social development of students with and without special needs. While some countries conduct this measurement, in Turkey, no quality indicators directly measure the competence of practices in schools. This study aims to examine the competence of schools in inclusive education practices by considering several variables. The study was conducted using a descriptive survey model. 1,423 teachers working in 68 schools participated voluntarily in the study. The "Schools' Competence Scale for Inclusive Practices" was used in the study. The scale consists of 25 items under four factors: school guidance services, educational support room services, environmental education arrangements, and teacher knowledge level. Data were analyzed using SPSS 26.0 statistical software. The findings reveal that inclusive practices in high schools in Türkiye are less adequate than in primary and secondary schools. Schools need to review their inclusive education practices through self-evaluation and make necessary adaptations.

Anahtar Kelimeler

• : inclusive practices
• competence
• teachers
• school types

Etik Beyan

In this study, all the rules stated in the Higher Education Institutions Scientific Research and Publication Ethics Directive were followed.

Kaynakça

1. Agbenyega, J. S., & Klibthong, S. (2021). Exploring Thai early childhood teachers' experiences of inclusive teaching practices: A qualitative study. The Australian Educational Researcher, 48(1), 125-143.
2. Aiello, P., & Sharma, U. (2018). Improving intentions to teach in Inclusive classrooms: The impact of teacher education courses on future Learning Support Teachers. Open Journal Per La Formazione in Rete, 18(1), 207-219. https://doi.org/10.13128/formare-22605
3. Akcin, N. (2017). General education programs and special education practices. In A. Cavkaytar (Ed.). Special education (pp.343–366). Vize Publishing.
4. Aktan, O. (2021). Teachers' opinions towards inclusive education interventions in Türkiye. Anatolian Journal of Education, 1, 6, 29–50. https://doi.org10.29333/aje.2021.613a
5. Akuzum, C., & Altunhan, M. (2017). Examination of pre-school teachers’ classroom management skills and ınclusive education proficiency. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (31), 779-802. https://doi.org/10.14582/DUZGEF.1845
6. Allen, K. E. & Cowdery, G. E. (2015). The exceptional child: Inclusive in early childhood education (8th ed.). Cengage Learning.
7. Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 22(4), 367-389. https://doi.org/10.1080/08856250701649989
8. Baguisa, L. R., & Ang-Manaig, K. (2021). Knowledge, skills, and attitudes of teachers on inclusive education and academic performance of children with special needs. people: International Journal of Social Sciences, 4(3), 1409–1425. https://doi.org/10.20319/-pijss.2019.43.14091425

9. Baldiris-Navarro, S., Zervas, P., Fabregat Gesa, R., & Sampson, D. G. (2016). Developing teachers' competences for designing inclusive learning experiences. Educational Technology and Society, 19(1), 17-27.
10. Batu, E. S., Cure, G., Nar, S., Govercin, D., & Keskin, M. (2018). A review of mainstreaming/Inclusive research in elementary and secondary schools in Türkiye. Ankara University Faculty of Educational Sciences Journal of Special Education, 19(3), 577–614. https://doi.org/10.21565/ozelegitimdergisi.336925
11. Berkant, H. G., & Atilgan, G. (2017). Classroom teachers' problems with Inclusive education and solution suggestions. Journal of Educational Reflections, 1(1), 13–25.
12. Boyle, C., Anderson, J., & Allen, K. (2020). The importance of teacher attitudes to inclusive education. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Contriversies (1st ed., pp. 127-146). (Studies in Exclusive Education; Vol. 45). Brill. https://doi.org/10.1163/9789004431171_008
13. Burak, Y., & Ahmetoglu, E. (2021). Development of scales for evaluating problems and solution suggestions in inclusive education: Validity and reliability study. Amasya University Faculty of Education Journal, 10(1), 1-41.
14. Creswell, J. W. (2018). Research Design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
15. Dukmak, S., Aburezeq, I. M., & Khaled, A. (2019). Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates. International Journal of Economics and Business Research, 17(1), 34-52. https://doi.org/10.1504/IJEBR.2019.096585
16. Early Childhood Technical Assistance Center, and National Center for Pyramid Model Innovations (2020). Indicators of high-quality inclusive. https://ectacenter.org/topics/-inclusion/indicators.asp
17. Esmer, B., Yilmaz, E., Gunes, A. M., Tarim, K., & Delican, B. (2017). Classroom Teachers’ Experiences Towards Inclusive Students’ Education. Kastamonu Education Journal, (4), 1601-1618.
18. Forlin, C. (2013). Issues of inclusive education in the 21st century. Journal of Learning Science, 6, 67–81.
19. Freeman-Green, S., Williamson, P., & E. Cornelius, K. (2023). Promoting inclusive practices in education: Bridging gaps and fostering independence. TEACHING Exceptional Children, 56(2), 68-69. https://doi.org/10.1177/00400599231223785 (Original work published 2023)
20. Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for Inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875-886. https://doi.org/0.1080/13603116.2015.1015177
21. Green, S. B. & Salkind, N. J. (2005). Using SPSS for windows and macintosh: Analyzing and understanding data. Pearson/Prentice Hall.
22. Horzum, T., & Izci, K. (2018). Preservice Turkish teachers' views and perceived competence related to inclusive education. Journal of Education and e-Learning Research, 5(2), 131-143.
23. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage.
24. Hashim, M., Ghani, M., Ibrahim, S. & Zain, W. (2014). The relationship between teachers’ self-efficacy and attitudes towards Inclusive education in Pulau Pinang. International Journal of Research in Social Sciences, 3(4), 24-33.
25. Kargın, T., Güldenoglu, B., & Sahin, F. (2010). Opinions of the general education teachers on the adaptations for students with special needs in general education classrooms. Journal of Educational Sciences in Theory and Practice, 10(4), 2431-2464.
26. Kargin, T., Acarlar, F. & Sucuoglu, B. (2003). Determining the opinions of teachers, administrators and parents about Inclusive practices. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(2), 55-76. https://doi.org/10.1501/Ozlegt_0000000207
27. Kesik, F., & Beycioglu, K. (2022). Turkish education policies and practices: inclusive or exclusionary? International Journal of Inclusive Education, 28(10), 2104–2121. https://doi.org/10.1080/13603116.2022.2058625
28. Kimhi, Y. & Bar Nir, A. (2025). Teacher training in transition to inclusive education. Front. Educ, 10, 1510314. doi: 10.3389/feduc.2025.1510314
29. Knight, R. (2024). Teacher educators as knowledge brokers: Reframing knowledge co-construction with school partners. Professional Development in Education, 1–16. https://doi.org/10.1080/19415257.2024.2360461
30. Kutay, V. (2018). Inclusive education in Türkiye. Studies in Educational Research and Development, 2(2), 144–162.
31. Longlands, H., Vaughan, R. P. & Unterhalter, E. (2024). Gender, missing data, and SDG 4. In Delprato, Marcos and Shepherd, Daniel D, (eds.) Achieving Equitable Education: Missing Education Data and the SDG 4 Data Regime. (pp. 138-155). Edward Elgar Publishing.
32. McKenzie, J. R. (2016). Perceptions of İnclusive factors by general education teachers and administrators [Doctoral Dissertation, Walden University]. https://-scholarworks.waldenu.edu/dissertations/1908
33. Gamst, G., Meyers, L. S., & Guarino, A. J. (2008). Analysis of variance designs: A conceptual and computational approach with SPSS and SAS. Cambridge University Press. https://doi.org/10.1017/CBO9780511801648
34. Ministry of National Education. (2018). Special education services regulation. http://orgm.meb.gov.tr/meb_iys_dosyalar/2021_09/13145613_Ozel_EYitim_Hizmetleri_YonetmeliYi_son.pdf
35. Ministry of National Education. (2021). Regulation on the selection and assignment of administrators to educational institutions affiliated with the Ministry of National Education. https://www.resmigazete.gov.tr/eskiler/2021/02/20210205-1.htm
36. Nazif T. S., & Duru, S. (2016). The comparison of self-efficacy and Inclusive education beliefs of primary school teachers. Aegean Journal of Education, 17(1), 146- 173. http://doi.org/10.12984/eed.00332
37. Ozcan, G., & Karaoglu, G. B. (2021). Examining the relationship between preschool teachers' feelings, attitudes, and anxieties about inclusive education and their teacher competencies. Afyon Kocatepe University Journal of Social Sciences, 23(4), 1366-1385.
38. Ozokcu, O. (2018). The relationship between teacher attitude and self-efficacy for Inclusive practices in Türkiye. Journal of Education and Training Studies, 6(3), 6–12. http://doi.org/10.11114/jets.v6i3.3034
39. Palavan, O., Cicek, V. & Yildirim, B. (2018). Attitudes of primary school teachers towards inclusive education. Journal of Education and Future, 13(1), 49-63.
40. Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2018). Relation of teacher self-efficacy and classroom practices: A preliminary investigation. School Psychology International, 40(1), 25-48. https://doi.org/10.1177/0143034318798045 (Original work published 2019)
41. Rakap, S. & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Türkiye. European Journal of Special Needs Education, 25(1), 59–75, http://doi.org/10.1080/08856250903450848
42. Reyes, M. E., Hutchinson, C. J., & Little, M. (2017). Preparing educators to teach effectively in inclusive settings. SRATE Journal, 26(1), 21-29.
43. Romi, S., & Leyser, Y. (2006). Exploring Inclusive preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105. https://doi.org/10.1080/08856250500491880
44. Sanchez, R., Espina, R., Mangubat, R., Anora, H., Calasang, V., & Pantaleon, A. (2024). Exploring the knowledge and skills of teachers towards inclusive education. World Journal on Education and Humanities Research, 4 (2), 193-202.
45. Sarwat, S., & Biswal, R. (2025). Knowledge, attitude, and practice of teachers towards inclusive education in South East Asian and South Asian countries: A systematic literature review. i-manager’s Journal of Educational Technology, 21(4), 37-49. https://doi.org/10.26634/jet.21.4.21385
46. Schwab, S. (2020). Inclusive and special education in Europe. Oxford Research Encyclopedia of Education. Retrieved 27 Apr. 2025, from https://oxfordre.com/education/-view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1230.
47. Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers’ attitudes and concerns about Inclusive education and sentiments about persons with disability. Disability and Society, 23(7), 773-785. http://doi.org/10.1080/-09687590802469271
48. Sharma, U. & Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusive. Asia-Pacific Journal of Teacher Education, 44(2), 142-155. http://doi.org/10.1080/1359866X.2015.1081672
49. Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Boston, MA: Pearson.
50. United Nations (2015). Sustainable Development Goal 4 (SDG 4). https://-sdg4education2030.org/the-goal.
51. United Nations Educational, Scientific, and Cultural Organization. (2012). Education: Addressing exclusion. https://unesdoc.unesco.org/ark:/48223/pf0000217073
52. United Nations International Children's Emergency Fund. (2023). UNICEF Türkiye Annual Report – 2021 Türkiye - UNICEF Programme of Cooperation 2021-2025. https://-www.unicef.org/turkiye/en/reports/unicef-t%C3%BCrkiye-annual-report-2021
53. Uzorka, A., Kalabuki, K., & Odebiyi, O. A. (2024). The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement. Forum for Education Studies, 2(3), 1465. https://doi.org/10.59400/fes.v2i3.1465
54. Wehmeyer, M. L., & Shogren, K. A. (2017). Access to the general education curriculum for students with significant cognitive disabilities. In J. M. Kauffman, D. P. Hallahan & P. Cullen Pullen (Eds.), Handbook of special education (pp. 662–674). Routledge.
55. Warren, S., Martinez, R. & Sortino, L. (2016). Exploring the quality indicators of a successful full-inclusive preschool program. Journal of Research in Childhood Education, 30(4), 540-553, DOI: 10.1080/02568543.2016.1214651
56. Yazicioglu, T., & Dodur-Sumer, H. M. (2021). Competence scale for inclusive education practices of schools: A validity and reliability analysis. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(4), 847-870. https://-doi.org/10.21565/ozelegitimdergisi.741524
57. Ydesen, C., & Daniels, H. (2024). Inclusive education in complex landscapes of stakeholders, agendas and priorities. International Journal of Inclusive Education, 1–7. https://doi.org/10.1080/13603116.2024.2368685
58. Zundans-Fraser, L., & Bain, A. (2016). The role of collaboration in a comprehensive programme design process in Inclusive education. International Journal of Inclusive Education, 20(2), 136-148. http://doi.org/10.1080/13603116.2015.1075610