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Mathematics Teachers' Attitudes towards Inclusive Education in Türkiye

Yıl 2024, Cilt: 19 Sayı: 43, 2468 - 2491, 30.09.2024
https://doi.org/10.35675/befdergi.1468104

Öz

The success of inclusive practices in educational settings significantly depends on teachers' attitudes. This study addresses the attitudes of mathematics teachers toward inclusive education in Turkish lower secondary schools, filling a gap in existing literature. It examines the determinants shaping these attitudes, providing insights for tailored interventions to support mathematics teachers in promoting inclusivity. Through questionnaire data collected from 262 mathematics instructors, the study reveals a slightly negative overall attitude trend, influenced by factors such as age, prior experience with children, training in inclusive education, and personal connections. Younger teachers, those with experience teaching students with SEN, and those with inclusive education training exhibit more favourable attitudes. Surprisingly, having a family member with SEN also significantly impacts attitudes, highlighting the importance of personal connections. These results underline the need for targeted interventions and professional development to foster inclusive mindsets among mathematics teachers, thereby creating equitable learning environments for all students.

Etik Beyan

The study obtained ethical approval from the Ethics Committee of the Institute of Education, UCL (Reference No: Z6364106).

Kaynakça

  • Abdullah, N., Yasin, M., & Toran, H. (2022). Knowledge and attitudes of pre-service teachers in north malaysia related to inclusive education for special educational need students. International Journal of Academic Research in Business and Social Sciences, 12(8). https://doi.org/10.6007/ijarbss/v12-i8/14674
  • Aktan, O. (2021). Teachers' Opinions towards Inclusive Education Interventions in Turkey. Anatolian Journal of Education, 6(1), 29-50. https://doi.org/10.29333/aje.2021.613a
  • Alanazi, M. (2012). Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia. Doctoral Dissertation, The University of Warwick.
  • Alnahdi, G. H., & Schwab, S. (2021). Special Education Major or Attitudes to Predict Teachers’ Self-Efficacy for Teaching in Inclusive Education. Frontiers in Psychology, 12, 680909–680909. https://doi.org/10.3389/fpsyg.2021.680909
  • Alquraini, T. A. (2012). Factors related to teachers’ attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs, 12(3), 170–182. https://doi.org/10.1111/j.1471-3802.2012.01248.x
  • Alshehri, D. Y. D. (2023). Teachers' Attitudes About Including Students With Autism In General Education Classrooms Inclusion Policy for Students with Autism in Saudi Arabia: The Challenge and Prospects of Teachers Attitudes. Journal of Research in Curriculum Instruction and Educational Technology, 9(1), 55-102.
  • Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the opinions relative to mainstreaming scale. Exceptional children, 62(2), 139-149.
  • Arianti, R., Sowiyah, S., Handoko, H., & Rini, R. (2022). Learning of children with special needs in inclusive schools. Journal of Social Research, 2(1), 142-147. https://doi.org/10.55324/josr.v2i1.474
  • Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2011). Inclusive Education: Examining Equity on Five Continents. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
  • Bodhi, R., Singh, T., Joshi, Y., & Sangroya, D. (2022). Impact of psychological factors, university environment and sustainable behaviour on teachers’ intention to incorporate inclusive education in higher education. International Journal of Educational Management, 36(4), 381–396. https://doi.org/10.1108/IJEM-02-2020-0113
  • BR, R., Baharun, H., & Asiya, D. (2021). Inclusive Education Management in the Development of Cognitive Intelligence of Children. Al-Ishlah: Jurnal Pendidikan, 13(2), 1057–1067. https://doi.org/10.35445/alishlah.v13i2.538
  • Chen, H., Evans, D., & Luu, B. (2023). Moving towards inclusive education: secondary school teacher attitudes towards universal design for learning in australia. Australasian Journal of Special and Inclusive Education, 47(1), 1-13. https://doi.org/10.1017/jsi.2023.1
  • Dapudong, R. C. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced professional development program. International Journal of Learning & Development, 4(4), 1-24. Darragh, L., & Valoyes-Chávez, L. (2019). Blurred lines: Producing the mathematics student through discourses of special educational needs in the context of reform mathematics in Chile. Educational Studies in Mathematics, 101(3), 425-439.
  • 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. https://doi.org/10.1080/13603110903030089
  • Desombre, C., Delaval, M., & Jury, M. (2021). Influence of Social Support on Teachers’ Attitudes Toward Inclusive Education. Frontiers in Psychology, 12, 736535–736535. https://doi.org/10.3389/fpsyg.2021.736535
  • Diken, I. H., Rakap, S., Diken, O., Tomris, G., & Celik, S. (2016). Early Childhood Inclusion in Turkey. Infants and Young Children, 29(3), 231–238. https://doi.org/10.1097/IYC.0000000000000065
  • Durandt, R. (2021). Design principles to consider when student teachers are expected to learn mathematical modelling. Pythagoras, 42(1). https://doi.org/10.4102/pythagoras.v42i1.618
  • Emül, N., Gulkilik, H., & Kaplan, H. (2022). What is mathematical understanding and how is it achieved? preservice middle school mathematics teachers’ views and reflections in their teaching practices. Kastamonu Eğitim Dergisi, 30(4), 843-855. https://doi.org/10.24106/kefdergi.1195601
  • Ersan, D. T., Ata, S., & Kaya, S. (2020). Acceptance in early childhood: a study from Turkish children. International Journal of Early Childhood Special Education, 12(1), 20-27.
  • Erten, O., & Savage, R. S. (2012). Moving forward in inclusive education research. International Journal of Inclusive Education, 16(2), 221-233. https://doi.org/10.1080/13603111003777496
  • Gal, E., Schreur, N., & Engel-Yeger, B. (2010). Inclusion of Children with Disabilities: Teachers' Attitudes and Requirements for Environmental Accommodations. International journal of special education, 25(2), 89-99.
  • Gidlund, U. (2018). Teachers ‘Attitudes towards Including Students with Emotional and Behavioural Difficulties in Mainstream School: A Systematic Research Synthesis. International Journal of Learning, Teaching and Educational Research, 17(2), 45-63. https://doi.org/10.26803/ijlter.17.2.3
  • Hassanein, E. E. A., Alshaboul, Y. M., & Ibrahim, S. (2021). The impact of teacher preparation on preservice teachers’ attitudes toward inclusive education in Qatar. Heliyon, 7(9), e07925–e07925.
  • Hussien, J. and Al-Qaryouti, I. (2014). Regular education teachers’ attitudes towards inclusion in oman. Journal of Educational and Psychological Studies [Jeps], 8(4), 617. https://doi.org/10.24200/jeps.vol8iss4pp617-626
  • Ibrahim, A., Kaabi, A. A., & Zaatari, W. E. (2013). Teacher resistance to educational change in the United Arab Emirates. International Journal of Research Studies in Education, 2(3). https://doi.org/10.5861/ijrse.2013.254
  • Imaniah, I., & Fitria, N. (2018). Inclusive Education for Students with Disability. SHS Web of Conferences, 42, 39-. https://doi.org/10.1051/shsconf/20184200039
  • Istiarsyah, I., Dawi, A. H., & Ahmad, N. A. (2019). The influence of special education training on teachers’ attitudes towards inclusive education: Case study in Aceh Province, Indonesia. International Journal of Academic Research in Progressive Education and Development, 8(4), 1016-1027.
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Türkiye'deki Matematik Öğretmenlerinin Kaynaştırma Eğitimine Yönelik Tutumları

Yıl 2024, Cilt: 19 Sayı: 43, 2468 - 2491, 30.09.2024
https://doi.org/10.35675/befdergi.1468104

Öz

Eğitim ortamlarında kaynaştırma uygulamalarının etkinliği, öğretmenlerin tutumlarıyla yakından ilişkilidir. Bu çalışma, Türk ortaokullarındaki matematik öğretmenlerinin kaynaştırma eğitimine yönelik tutumlarını incelemektedir. Matematik öğretmenlerinin tutumlarını belirleyen faktörlere odaklanarak, bu öğretmenlerin kaynaştırmayı destekleme konusunda nasıl özel müdahalelerle yönlendirilebileceği hakkında bilgi sağlar. Çalışma, 262 matematik öğretmeninden toplanan anket verilerine dayanarak, genel olarak hafif negatif bir tutum eğilimi tespit etmiştir. Yaş, önceki özel eğitim deneyimi, kaynaştırma eğitimi alma ve kişisel ilişkiler gibi faktörlerin bu tutumları etkilediği görülmüştür. Genç öğretmenler, özel eğitim ihtiyacı olan öğrencilerle deneyimli olanlar ve kaynaştırma eğitimi almış olanlar daha olumlu tutumlar sergilemektedir. Ayrıca, özel eğitim ihtiyacı olan bir aile üyesine sahip olmanın da tutumlar üzerinde önemli bir etkisi olduğu, bu kişisel ilişkilerin önemini vurgulamaktadır. Bu bulgular, matematik öğretmenlerinin kaynaştırıcı düşünce tarzlarını teşvik etmek için hedefe yönelik müdahalelerin ve mesleki gelişim çalışmalarının önemini ortaya koymaktadır. Böylece, tüm öğrenciler için adil öğrenme ortamları oluşturulabilir.

Kaynakça

  • Abdullah, N., Yasin, M., & Toran, H. (2022). Knowledge and attitudes of pre-service teachers in north malaysia related to inclusive education for special educational need students. International Journal of Academic Research in Business and Social Sciences, 12(8). https://doi.org/10.6007/ijarbss/v12-i8/14674
  • Aktan, O. (2021). Teachers' Opinions towards Inclusive Education Interventions in Turkey. Anatolian Journal of Education, 6(1), 29-50. https://doi.org/10.29333/aje.2021.613a
  • Alanazi, M. (2012). Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia. Doctoral Dissertation, The University of Warwick.
  • Alnahdi, G. H., & Schwab, S. (2021). Special Education Major or Attitudes to Predict Teachers’ Self-Efficacy for Teaching in Inclusive Education. Frontiers in Psychology, 12, 680909–680909. https://doi.org/10.3389/fpsyg.2021.680909
  • Alquraini, T. A. (2012). Factors related to teachers’ attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs, 12(3), 170–182. https://doi.org/10.1111/j.1471-3802.2012.01248.x
  • Alshehri, D. Y. D. (2023). Teachers' Attitudes About Including Students With Autism In General Education Classrooms Inclusion Policy for Students with Autism in Saudi Arabia: The Challenge and Prospects of Teachers Attitudes. Journal of Research in Curriculum Instruction and Educational Technology, 9(1), 55-102.
  • Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the opinions relative to mainstreaming scale. Exceptional children, 62(2), 139-149.
  • Arianti, R., Sowiyah, S., Handoko, H., & Rini, R. (2022). Learning of children with special needs in inclusive schools. Journal of Social Research, 2(1), 142-147. https://doi.org/10.55324/josr.v2i1.474
  • Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2011). Inclusive Education: Examining Equity on Five Continents. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
  • Bodhi, R., Singh, T., Joshi, Y., & Sangroya, D. (2022). Impact of psychological factors, university environment and sustainable behaviour on teachers’ intention to incorporate inclusive education in higher education. International Journal of Educational Management, 36(4), 381–396. https://doi.org/10.1108/IJEM-02-2020-0113
  • BR, R., Baharun, H., & Asiya, D. (2021). Inclusive Education Management in the Development of Cognitive Intelligence of Children. Al-Ishlah: Jurnal Pendidikan, 13(2), 1057–1067. https://doi.org/10.35445/alishlah.v13i2.538
  • Chen, H., Evans, D., & Luu, B. (2023). Moving towards inclusive education: secondary school teacher attitudes towards universal design for learning in australia. Australasian Journal of Special and Inclusive Education, 47(1), 1-13. https://doi.org/10.1017/jsi.2023.1
  • Dapudong, R. C. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced professional development program. International Journal of Learning & Development, 4(4), 1-24. Darragh, L., & Valoyes-Chávez, L. (2019). Blurred lines: Producing the mathematics student through discourses of special educational needs in the context of reform mathematics in Chile. Educational Studies in Mathematics, 101(3), 425-439.
  • 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. https://doi.org/10.1080/13603110903030089
  • Desombre, C., Delaval, M., & Jury, M. (2021). Influence of Social Support on Teachers’ Attitudes Toward Inclusive Education. Frontiers in Psychology, 12, 736535–736535. https://doi.org/10.3389/fpsyg.2021.736535
  • Diken, I. H., Rakap, S., Diken, O., Tomris, G., & Celik, S. (2016). Early Childhood Inclusion in Turkey. Infants and Young Children, 29(3), 231–238. https://doi.org/10.1097/IYC.0000000000000065
  • Durandt, R. (2021). Design principles to consider when student teachers are expected to learn mathematical modelling. Pythagoras, 42(1). https://doi.org/10.4102/pythagoras.v42i1.618
  • Emül, N., Gulkilik, H., & Kaplan, H. (2022). What is mathematical understanding and how is it achieved? preservice middle school mathematics teachers’ views and reflections in their teaching practices. Kastamonu Eğitim Dergisi, 30(4), 843-855. https://doi.org/10.24106/kefdergi.1195601
  • Ersan, D. T., Ata, S., & Kaya, S. (2020). Acceptance in early childhood: a study from Turkish children. International Journal of Early Childhood Special Education, 12(1), 20-27.
  • Erten, O., & Savage, R. S. (2012). Moving forward in inclusive education research. International Journal of Inclusive Education, 16(2), 221-233. https://doi.org/10.1080/13603111003777496
  • Gal, E., Schreur, N., & Engel-Yeger, B. (2010). Inclusion of Children with Disabilities: Teachers' Attitudes and Requirements for Environmental Accommodations. International journal of special education, 25(2), 89-99.
  • Gidlund, U. (2018). Teachers ‘Attitudes towards Including Students with Emotional and Behavioural Difficulties in Mainstream School: A Systematic Research Synthesis. International Journal of Learning, Teaching and Educational Research, 17(2), 45-63. https://doi.org/10.26803/ijlter.17.2.3
  • Hassanein, E. E. A., Alshaboul, Y. M., & Ibrahim, S. (2021). The impact of teacher preparation on preservice teachers’ attitudes toward inclusive education in Qatar. Heliyon, 7(9), e07925–e07925.
  • Hussien, J. and Al-Qaryouti, I. (2014). Regular education teachers’ attitudes towards inclusion in oman. Journal of Educational and Psychological Studies [Jeps], 8(4), 617. https://doi.org/10.24200/jeps.vol8iss4pp617-626
  • Ibrahim, A., Kaabi, A. A., & Zaatari, W. E. (2013). Teacher resistance to educational change in the United Arab Emirates. International Journal of Research Studies in Education, 2(3). https://doi.org/10.5861/ijrse.2013.254
  • Imaniah, I., & Fitria, N. (2018). Inclusive Education for Students with Disability. SHS Web of Conferences, 42, 39-. https://doi.org/10.1051/shsconf/20184200039
  • Istiarsyah, I., Dawi, A. H., & Ahmad, N. A. (2019). The influence of special education training on teachers’ attitudes towards inclusive education: Case study in Aceh Province, Indonesia. International Journal of Academic Research in Progressive Education and Development, 8(4), 1016-1027.
  • Jaremus, F., Gore, J., Prieto-Rodriguez, E., & Fray, L. (2020). Girls are still being ‘counted out’: teacher expectations of high-level mathematics students. Educational Studies in Mathematics, 105(2), 219-236.
  • Jury, M., Laurence, A., Cèbe, S., & Desombre, C. (2023). Teachers’ concerns about inclusive education and the links with teachers’ attitudes. Frontiers in Education (Lausanne), 7. https://doi.org/10.3389/feduc.2022.1065919
  • Jury, M., Perrin, A., Rohmer, O., & Desombre, C. (2021). Attitudes toward inclusive education: an exploration of the interaction between teachers’ status and students’ type of disability within the french context. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.655356
  • Karal, M. A. (2021). Contemporary Issues of Special Education in Turkey. Journal of Special Education Preparation, 1(2), 56-64. https://doi.org/10.33043/josep.1.2.56-64
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  • Khalid, J., & Othman, N. B. (2022). Teachers Attitude Towards Inclusive Education in Educational Institutions of Pakistan. International Journal of Academic Research in Business and Social Sciences, 12(2). https://doi.org/10.6007/IJARBSS/v12-i2/12289
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  • Lacruz-Pérez, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2021). Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review. Education Sciences, 11(2), 58-. https://doi.org/10.3390/educsci11020058
  • Larosa, Y., Zebua, P., Zebua, Y., & Heryanto, H. (2022). Inclusive education management of children with special needs in the learning process and teacher handling. Devotion Journal of Research and Community Service, 3(14), 2736-2748. https://doi.org/10.36418/dev.v3i14.333
  • Leonard, N. and Smyth, S. (2020). Does training matter? exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in ireland. International Journal of Inclusive Education, 26(7), 737-751. https://doi.org/10.1080/13603116.2020.1718221
  • Manzano-García, B., & Fernández, M. T. (2016). The inclusive education in Europe. Universal Journal of Educational Research, 4(2), 383-391. https://doi.org/10.13189/ujer.2016.040210
  • McCarthy, M. (2019). Factors Predicting Teacher Attitudes toward Inclusive Education. Doctoral Dissertation, Indiana State University.
  • Monsen, J. J., Ewing, D. L., & Kwoka, M. (2014). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment. Learning environments research, 17, 113-126.
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  • Orakci, S., Aktan, O., Toraman, Ç., & Çevik, H. (2016). The Influence of Gender and Special Education Training on Attitudes Towards Inclusion. International Journal of Instruction, 9(2), 107-122.
  • Özokcu, O. (2018). The relationship between teacher attitude and self-efficacy for inclusive practices in Turkey. Journal of Education and Training Studies, 6(3), 6-12. https://doi.org/10.11114/jets.v6i3.3034
  • Öztürk, M. (2019). An Evaluation of an Innovative In-Service Teacher Training Model in Turkey. International Journal of Higher Education, 8(1), 23-36. https://doi.org/10.5430/ijhe.v8n1p23
  • Prediger, S., & Buró, R. (2021). Fifty ways to work with students’ diverse abilities? a video study on inclusive teaching practices in secondary mathematics classrooms. International Journal of Inclusive Education, 28(2), 124-143. https://doi.org/10.1080/13603116.2021.1925361
  • Radojlović, J., Kilibarda, T., Radevic, S., Maričić, M., Parezanovic-Ilic, K., Djordjic, M., … & Radovanovic, S. (2022). Attitudes of primary school teachers toward inclusive education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.891930
  • Rajendran, P., Athira, B. K., & Elavarasi, D. (2020). Teacher Competencies for Inclusive Education: Will Emotional Intelligence Do Justice?. Shanlax International Journal of Education, 9(1), 169-182. https://doi.org/10.34293/education.v9i1.3494
  • Rakap, S., Cig, O., & Parlak‐Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: Impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs, 17(2), 98-109. https://doi.org/10.1111/1471-3802.12116
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  • Roos, H. (2019). Inclusion in mathematics education: an ideology, a way of teaching, or both?. Educational Studies in Mathematics, 100(1), 25-41.
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  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51–68. https://doi.org/10.1080/08856257.2011.613603
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  • Sharma, U., Shaukat, S., & Furlonger, B. (2014). Attitudes and self‐efficacy of pre‐service teachers towards inclusion in pakistan. Journal of Research in Special Educational Needs, 15(2), 97-105. https://doi.org/10.1111/1471-3802.12071
  • Silva, D. (2023). Planning of manipulative materials in the context of lesson study in continuous teacher training for inclusive mathematical literacy. Revista Paranaense De Educação Matemática, 12(29), 168-187. https://doi.org/10.33871/22385800.2023.12.29.168-187
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  • Tsibidaki, A., Kogiami, A., Flagkou, A., Vagianou, S., & Trecha, S. (2020). Introducing teacher training for special and inclusive education in Cyprus, Germany, Great Britain, Greece, and Italy. Journal of Education and Human Development, 9(2), 91-103. https://doi.org/10.15640/jehd.v9n2a10
  • Uygur, M., Ayçiçek, B., Doğrul, H., & Yanpar Yelken, T. (2020). Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education. Sustainability (Basel, Switzerland), 12(24), 10354-. https://doi.org/10.3390/su122410354
  • Valle-Flórez, R., Fuertes, A. M. d. C., Álvarez, R. B., & Marcos-Santiago, R. (2022). Inclusive culture in compulsory education centers: values, participation and teachers’ perceptions. Children, 9(6), 813. https://doi.org/10.3390/children9060813
  • Vodičková, B., Mitašíková, P., & Slavíčková, M. (2023). Supportive Factors in Inclusive Mathematics Education: Mathematics Teachers’ Perspective. Education Sciences, 13(5), 465. https://doi.org/10.3390/educsci13050465
  • Xue, R., Chai, H., Yao, L., & Fu, W. (2023). The influence of school inclusive education climate on physical education teachers’ inclusive education competency: The mediating role of teachers’ agency. Frontiers in Psychology, 14, 1079853. https://doi.org/10.3389/fpsyg.2023.1079853
  • Yakut, A. D. (2021). Students with Specific Learning Disabilities in Inclusive Settings: A study of Teachers’ Self–Efficacy. Learning Disabilities Research & Practice, 36(2), 136-144. https://doi.org/10.1111/ldrp.12241
  • Yazıcıoğlu, T. (2020). An Analysis of the National Legislation in Terms of Inclusive Education in Turkey. European Journal of Educational Sciences, 7(2), 49-69. https://doi.org/10.19044/ejes.v7no2a4
  • Zainalabidin, N. and Ma'rof, A. (2021). Predicting the roles of attitudes and self-efficacy in readiness towards implementation of inclusive education among primary school teachers. Asian Social Science, 17(11), 91. https://doi.org/10.5539/ass.v17n11p91
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Kapsayıcı Eğitim
Bölüm Araştırma Makalesi
Yazarlar

Bahaddin Demirdiş 0000-0001-5843-5072

Erken Görünüm Tarihi 27 Eylül 2024
Yayımlanma Tarihi 30 Eylül 2024
Gönderilme Tarihi 14 Nisan 2024
Kabul Tarihi 22 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 19 Sayı: 43

Kaynak Göster

APA Demirdiş, B. (2024). Mathematics Teachers’ Attitudes towards Inclusive Education in Türkiye. Bayburt Eğitim Fakültesi Dergisi, 19(43), 2468-2491. https://doi.org/10.35675/befdergi.1468104