Araştırma Makalesi
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Okul Öncesi Öğretmenlerin Kaynaştırma Konusundaki Tutumları ve Bilgi Düzeyleri

Yıl 2013, , 107 - 128, 01.06.2013
https://doi.org/10.20489/intjecse.107929

Öz

Bu çalışmanın amacı okul öncesi öğretmenlerim kaynaştırma konusundaki bilgilerini ve tutumlarını incelemek ve öğretmenlerin bilgileri ile tutumları arasındaki ilişkiyi belirlemektir. Veri toplamak amacıyla araştırmacılar tarafından geliştirilen Kaynaştırma Bilgi Testi ve Kaynaştırmaya İlişkin Görüşler Ölçeği'nin Türkçe Formu kullanılmıştır. Çalışmaya sınıfında yetersizliği olan çocuk bulunan 30 okul öncesi öğretmeni katılmıştır. Yapılan analizlerin sonuçları öğretmenlerin kaynaştırma hakkında bildikleri ve bilmedikleri konulara ilişkin spesifik bilgiler sağlamıştır. Ayrıca öğretmenlerin kaynaştırmaya ilişkin tutumlarının olumlu ya da olumsuz olmadığı ve öğretmenlerin bilgi düzeyleri ile tutumları arasında anlamlı bir ilişki olmadığı bulunmuştur. Tüm bulgular okul öncesi öğretmen eğitimi programları çerçevesinde tartışılmış ve kaynaştırma sınıflardaki yetersizliği olan küçük çocuklarla çalışabilecek öğretmenlerin eğitimine yönelik bir dizi öneri geliştirilmiştir.

Kaynakça

  • Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school one local education authority. Educational Psychology, 20(2), 191-2
  • Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revisions of the Opinions Relative to Mainstreaming Scale. Exceptional Children, 62, 139-149.
  • Atay, M. (1995). Özürlü çocukların normal yaşıtları ile birlikte eğitim aldıkları kaynaştırma programlarına karşı öğretmen tutumları üzerine bir inceleme (Teacher attittudes toward inclusive programs including children with and without disabilities). Unpublished doctoral dissertation, Hacettepe Üniversitesi, Sağlık Bilimleri Enstitüsü, Ankara, Türkiye.
  • Batu, S. (2000). Özel gereksinimli öğrencilerin kaynaştırıldığı bir kız meslek lisesindeki öğretmenlerin kaynaştırmaya ilişkin görüş ve önerileri (Opinions of teachers who work in vocational high school for girls towards inclusion). Research Report, Eskişehir: Anadolu Üniversitesi Yayınları.
  • Batu, S. (2010). Factors for the success of early childhood inclusion & related studies. International Journal of Early Childhood Special Education, 2(1), 57-71.
  • Bozarslan-Malkoc, B. (2010). Eskişehir ilindeki özel anaokullarında çalışan yönetici ve öğretmenlerin okul öncesi dönemde kaynaştırma ile ilgili görüşlerinin incelenmesi (Examining the opinions of teachers and administrators working in private preschools in Eskişehir about inclusion). Unpublished master’s thesis, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir, Türkiye.
  • Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Revised edition. Washington, DC, NAEYC.
  • Bruns, A. D., & Mogharberran, C. C. (2009). The gap between beliefs and practices: Early childhood practitioners’ perceptions about inclusion. Journal of Research in Childhood Education, 21(3), 229-241.
  • Buell, M. J., Hallam, R., Gamel-McCormick, M., & Scheer, S. (1999). A survey of general and special education teachers' perceptions and in service needs concerning inclusion. International Journal of Disability, Development and Education, 46(2), 143-156.
  • Burke, K., & Sutherland, C. (2004). Attitudes toward inclusion: Knowledge versus experience. Education, 125(2), 163-173.
  • Buysse, V., Skinner, D., & Grant, S. (2001). Toward a definition of quality of inclusion: Perspectives parents and practitioners. Journal of Early Intervention, 24(2), 1461
  • Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers' attitudes toward disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369-379.
  • Clough, P., & Nutbrown, C. (2004). Special Educational needs and inclusion: Multiple perspectives of preschool educators in the UK. Journal of Early Childhood Research, 2, 191-210.
  • Coombs-Richardson, R., & Mead, J. (2001). Supporting general educators’ inclusive practices. Teacher Education and Special Education, 24(4), 383-390.
  • Crane-Mitchel, L., & Hedge, A. V. (2007). Belief and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28, 353-366.
  • DeSimone, J. R., & Parmar, R. S. (2006). Issues and challenges for middle school mathematics teachers in inclusion classrooms. School Science and Mathematics, 106, 338-348.
  • Dew-Hughes, D., & Brayton, H. (1997). Initial teacher training and pupils with special educational needs. Support for Learning, 12(4), 175-179.
  • Dockrell, J., & Lindsay, G. (2001) Children with specific speech and language difficulties: The teachers’ perspectives. Oxford Review of Education, 27(3), 3693
  • Eğitim Reformu Girişimi-ERG (Education Reforms Initiative). (2011). Türkiye’de kaynaştırma/bütünleştirme yoluyla eğitimin durumu (Inclusion in Turkey: situation report). İstanbul: Yapım MYRA.
  • Fuchs, W. (2009-2010). Examining teachers’ perceived barriers associated with inclusion. Southeastern Regional Association of Teacher Educators Journal 19(1), 30-35.
  • Gargiulo, R. M., Sluder, L. C., & Streitenberger, D. (1997). Preparing early childhood educators for inclusive programs: A call for professional unification. Early Childhood Education Journal, 25(2), 137-139.
  • Gemmel-Crosby, S., & Hanzlik, J. R. (1994). Preschool teachers’ perceptions of including children with disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 29, 279-290.
  • Gök, G., & Erbaş, D. (2011). Okul öncesi öğretmenlerinin kaynaştırma eğitimine ilişkin görüşleri ve önerileri (Early childhood teachers’ opinions about and suggestions for inclusion programs). International Journal of Early Childhood Special Education, 3(1), 66-87.
  • Hammond, H., & Ingalls, L. (2003). Teachers’ attitudes toward inclusion: Survey results from elementary school teachers in three southwest rural school districts. Rural Special Education Quarterly, 22(2), 24-30.
  • Hamre, B. (2004). Preparing teachers for inclusive classrooms. Journal of Teacher Education, 55, 154-163.
  • Hastings, R. P., & Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. ERIC document number EJ670573.
  • Honig, A. S. (1997). Creating integrated environments for young children with special needs. Early Childhood Education Journal, 25, 93-100.
  • Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher background and adult-child ratio. Merrill-Palmer Quarterly, 43, 404– 4
  • Huang, H. H., & Diamond, K. (2009). Early childhood teachers’ ideas about including children with disabilities in programmes designed for typically developing children. International Journal of Disability, Development and Education, 56(2), 169-1
  • Hundert, J. P. (2007). Training classroom and resource preschool teachers to develop inclusive intervention for children with disabilities: generalization to new intervention targets. Journal of Positive Behavior Interventions, 9(3), 159-173.
  • Idol, L. (2006). Toward inclusion of special education students in general education: A program evaluation of eight schools. Remedial and Special Education, 27(2), 77
  • Jeffries, C., & Maeder, D. W. (2004). Using vignettes to build and assess teacher understanding of instructional strategies. The Professional Educator, 26(1 & 2), 17Jennings, T. (2007). Addressing diversity in US teacher preparation programs: a survey of elementary and secondary programs’ priorities and challenges from across the United States of America. Teaching and Teacher Education, 23, 1258-1271.
  • Kamens, M. W., Loprete, S. J., & Slostad, F. A. (2003). Inclusive classrooms: What practicing teachers want to know. Action in Teacher Education, 25, 20-26.
  • Kargın T., Acarlar, F., & Sucuoğlu, B. (2006). Öğretmen, yönetici ve anne-babaların kaynaştırma uygulamalarına ilişkin görüşlerinin belirlenmesi (Opinions of teachers, parents and principals regarding inclusive practices). Özel Eğitim Dergisi, 4(2), 55-76.
  • Kırcaali-İftar, G. (1996). Kaynaştırmaya İlişkin Görüşler Ölçeği’nin geçerlik ve güvenirlik bulguları (The psychometric characteristics of the Turkish version of Opinions Relative to Integration of Students with Disabilities). 6. Özel Eğitim Günleri Poster Bildirisi, Hacettepe Üniversitesi, Ankara, Türkiye.
  • Küçüker, S., Acarlar, F., & Kapci, E. G. (2006). The development and psychometric evaluation of the supports scale for pre-school Inclusion. Early Child Development and Care, 176(6), 643-659.
  • Lamorey, S., & Bricker, D. D. (1993). Integrated programs: Effects on young children and their parents. In C. A. Peck, S. L. Odom, & D. D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation (pp 249-270). Baltimore, MD: Paul H. Brookes.
  • Larrivee, B. (1985). Effective teaching for successful mainstreaming. New York: Longman.
  • Larrivee, B., & Horne, M. D. (1991). Social status: A comparison of mainstreamed students with peers of different ability levels. Journal of Special Education, 25, 90Leyser, Y., & Toppendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751-761.
  • Lieber, J., Beckman, P. J., Hanson, M. J., Janko, S., Marquart, J., Horn, E., & Odom, S. L. (1997). The impact of changing roles on relationships between professionals in inclusive programs for young children. Early Education and Development, 8(1), 67-82.
  • Losardo A., & Bricker, D. (1994). Activity-based intervention and direct instruction: A comparison study. American Journal on Mental Retardation, 98, 744-765.
  • Martinez, R. S. (2003). Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings. Teacher Development, 7, 473-494. Mastropieri, M. A., & Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Merrill.
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Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion

Yıl 2013, , 107 - 128, 01.06.2013
https://doi.org/10.20489/intjecse.107929

Öz

The purpose of the current study was to investigate the knowledge and attitudes of preschool teachers regarding inclusive practices and to determine the relationship between knowledge and attitudes of the teacher about inclusion. Two instruments were used for data collection: The Inclusion Knowledge Test developed by the researchers and the Turkish form of Opinions Relative to Integration of Students with Disabilities. 30 preschool teachers who have children with disabilities in their classrooms participated in the study. The results of analysis provided the specific information about what the teachers know and do not know about inclusive practices. In addition, it was found that teacher attitudes towards inclusion were neither positive nor negative and there is no significant relationship between the level of knowledge and attitudes of the teachers. All findings were discussed in terms of preschool teacher training programs and several suggestions were made to train teachers who are able to work with young children with disabilities in regular classrooms.

Kaynakça

  • Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school one local education authority. Educational Psychology, 20(2), 191-2
  • Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revisions of the Opinions Relative to Mainstreaming Scale. Exceptional Children, 62, 139-149.
  • Atay, M. (1995). Özürlü çocukların normal yaşıtları ile birlikte eğitim aldıkları kaynaştırma programlarına karşı öğretmen tutumları üzerine bir inceleme (Teacher attittudes toward inclusive programs including children with and without disabilities). Unpublished doctoral dissertation, Hacettepe Üniversitesi, Sağlık Bilimleri Enstitüsü, Ankara, Türkiye.
  • Batu, S. (2000). Özel gereksinimli öğrencilerin kaynaştırıldığı bir kız meslek lisesindeki öğretmenlerin kaynaştırmaya ilişkin görüş ve önerileri (Opinions of teachers who work in vocational high school for girls towards inclusion). Research Report, Eskişehir: Anadolu Üniversitesi Yayınları.
  • Batu, S. (2010). Factors for the success of early childhood inclusion & related studies. International Journal of Early Childhood Special Education, 2(1), 57-71.
  • Bozarslan-Malkoc, B. (2010). Eskişehir ilindeki özel anaokullarında çalışan yönetici ve öğretmenlerin okul öncesi dönemde kaynaştırma ile ilgili görüşlerinin incelenmesi (Examining the opinions of teachers and administrators working in private preschools in Eskişehir about inclusion). Unpublished master’s thesis, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir, Türkiye.
  • Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Revised edition. Washington, DC, NAEYC.
  • Bruns, A. D., & Mogharberran, C. C. (2009). The gap between beliefs and practices: Early childhood practitioners’ perceptions about inclusion. Journal of Research in Childhood Education, 21(3), 229-241.
  • Buell, M. J., Hallam, R., Gamel-McCormick, M., & Scheer, S. (1999). A survey of general and special education teachers' perceptions and in service needs concerning inclusion. International Journal of Disability, Development and Education, 46(2), 143-156.
  • Burke, K., & Sutherland, C. (2004). Attitudes toward inclusion: Knowledge versus experience. Education, 125(2), 163-173.
  • Buysse, V., Skinner, D., & Grant, S. (2001). Toward a definition of quality of inclusion: Perspectives parents and practitioners. Journal of Early Intervention, 24(2), 1461
  • Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers' attitudes toward disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369-379.
  • Clough, P., & Nutbrown, C. (2004). Special Educational needs and inclusion: Multiple perspectives of preschool educators in the UK. Journal of Early Childhood Research, 2, 191-210.
  • Coombs-Richardson, R., & Mead, J. (2001). Supporting general educators’ inclusive practices. Teacher Education and Special Education, 24(4), 383-390.
  • Crane-Mitchel, L., & Hedge, A. V. (2007). Belief and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28, 353-366.
  • DeSimone, J. R., & Parmar, R. S. (2006). Issues and challenges for middle school mathematics teachers in inclusion classrooms. School Science and Mathematics, 106, 338-348.
  • Dew-Hughes, D., & Brayton, H. (1997). Initial teacher training and pupils with special educational needs. Support for Learning, 12(4), 175-179.
  • Dockrell, J., & Lindsay, G. (2001) Children with specific speech and language difficulties: The teachers’ perspectives. Oxford Review of Education, 27(3), 3693
  • Eğitim Reformu Girişimi-ERG (Education Reforms Initiative). (2011). Türkiye’de kaynaştırma/bütünleştirme yoluyla eğitimin durumu (Inclusion in Turkey: situation report). İstanbul: Yapım MYRA.
  • Fuchs, W. (2009-2010). Examining teachers’ perceived barriers associated with inclusion. Southeastern Regional Association of Teacher Educators Journal 19(1), 30-35.
  • Gargiulo, R. M., Sluder, L. C., & Streitenberger, D. (1997). Preparing early childhood educators for inclusive programs: A call for professional unification. Early Childhood Education Journal, 25(2), 137-139.
  • Gemmel-Crosby, S., & Hanzlik, J. R. (1994). Preschool teachers’ perceptions of including children with disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 29, 279-290.
  • Gök, G., & Erbaş, D. (2011). Okul öncesi öğretmenlerinin kaynaştırma eğitimine ilişkin görüşleri ve önerileri (Early childhood teachers’ opinions about and suggestions for inclusion programs). International Journal of Early Childhood Special Education, 3(1), 66-87.
  • Hammond, H., & Ingalls, L. (2003). Teachers’ attitudes toward inclusion: Survey results from elementary school teachers in three southwest rural school districts. Rural Special Education Quarterly, 22(2), 24-30.
  • Hamre, B. (2004). Preparing teachers for inclusive classrooms. Journal of Teacher Education, 55, 154-163.
  • Hastings, R. P., & Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. ERIC document number EJ670573.
  • Honig, A. S. (1997). Creating integrated environments for young children with special needs. Early Childhood Education Journal, 25, 93-100.
  • Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher background and adult-child ratio. Merrill-Palmer Quarterly, 43, 404– 4
  • Huang, H. H., & Diamond, K. (2009). Early childhood teachers’ ideas about including children with disabilities in programmes designed for typically developing children. International Journal of Disability, Development and Education, 56(2), 169-1
  • Hundert, J. P. (2007). Training classroom and resource preschool teachers to develop inclusive intervention for children with disabilities: generalization to new intervention targets. Journal of Positive Behavior Interventions, 9(3), 159-173.
  • Idol, L. (2006). Toward inclusion of special education students in general education: A program evaluation of eight schools. Remedial and Special Education, 27(2), 77
  • Jeffries, C., & Maeder, D. W. (2004). Using vignettes to build and assess teacher understanding of instructional strategies. The Professional Educator, 26(1 & 2), 17Jennings, T. (2007). Addressing diversity in US teacher preparation programs: a survey of elementary and secondary programs’ priorities and challenges from across the United States of America. Teaching and Teacher Education, 23, 1258-1271.
  • Kamens, M. W., Loprete, S. J., & Slostad, F. A. (2003). Inclusive classrooms: What practicing teachers want to know. Action in Teacher Education, 25, 20-26.
  • Kargın T., Acarlar, F., & Sucuoğlu, B. (2006). Öğretmen, yönetici ve anne-babaların kaynaştırma uygulamalarına ilişkin görüşlerinin belirlenmesi (Opinions of teachers, parents and principals regarding inclusive practices). Özel Eğitim Dergisi, 4(2), 55-76.
  • Kırcaali-İftar, G. (1996). Kaynaştırmaya İlişkin Görüşler Ölçeği’nin geçerlik ve güvenirlik bulguları (The psychometric characteristics of the Turkish version of Opinions Relative to Integration of Students with Disabilities). 6. Özel Eğitim Günleri Poster Bildirisi, Hacettepe Üniversitesi, Ankara, Türkiye.
  • Küçüker, S., Acarlar, F., & Kapci, E. G. (2006). The development and psychometric evaluation of the supports scale for pre-school Inclusion. Early Child Development and Care, 176(6), 643-659.
  • Lamorey, S., & Bricker, D. D. (1993). Integrated programs: Effects on young children and their parents. In C. A. Peck, S. L. Odom, & D. D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation (pp 249-270). Baltimore, MD: Paul H. Brookes.
  • Larrivee, B. (1985). Effective teaching for successful mainstreaming. New York: Longman.
  • Larrivee, B., & Horne, M. D. (1991). Social status: A comparison of mainstreamed students with peers of different ability levels. Journal of Special Education, 25, 90Leyser, Y., & Toppendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751-761.
  • Lieber, J., Beckman, P. J., Hanson, M. J., Janko, S., Marquart, J., Horn, E., & Odom, S. L. (1997). The impact of changing roles on relationships between professionals in inclusive programs for young children. Early Education and Development, 8(1), 67-82.
  • Losardo A., & Bricker, D. (1994). Activity-based intervention and direct instruction: A comparison study. American Journal on Mental Retardation, 98, 744-765.
  • Martinez, R. S. (2003). Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings. Teacher Development, 7, 473-494. Mastropieri, M. A., & Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Merrill.
  • McDonnell, J. (1998). Instruction for students with severe disabilities in general education settings. Education and Training in Mental Retardation and Developmental Disabilities, 33, 199-215.
  • Miller, C. (1991). The needs of teachers of children with speech and language difficulties. Child Language Teaching and Therapy, 7, 179-91.
  • Milli Eğitim İstatistikleri: Örgün Eğitim 2010-2011 (National Education Statistics: Formal Education 2010-2011). Retrieved from http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2010_2011.pdf
  • Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20-27.
  • Odom, S. L. (2002). Widening the circle: Including children with disabilities in preschool programs. Early Childhood Education Series. Williston: Teachers College Press, P.O. Box 20.
  • 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(1), 3-25.
  • Odom, S. L., Peck, C., Hanson, M., Beckman, P., Kaiser, A., Lieber, J., … Schwartz, I. S. (2004). Inclusion at the preschool level: An ecological systems analysis. Retrieved from www.newhorizons.org/spneeds/inclusion/information/schwartz. htm.
  • Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33, 344-356.
  • Pallant, J. (2005). SPSS survival manual: A step by step data analysis using SPSS for Windows. Philadelphia PA: Open University Press.
  • Pavri, S. (2004). General and special education teachers' preparation needs in providing social supports: A needs assessment. Teacher Education and Special Education, 27, 433-443.
  • Pavri, S., & Luftig, R. L. (2000). The social face of inclusive education: Are students with learning disabilities really included in the classroom? Preventing School Failure, 45, 8-14.
  • Pivic, J., McComas, J., & Laflamme, M. (2002). Barriers and facilitators to inclusive education. Exceptional Children, 69(1), 97-107.
  • Praisner, C. L. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, 69, 135-145.
  • Sadler, J. (2005). Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. Child Language Teaching and Therapy, 21(2), 147-163.
  • Sargın, N., & Sünbül, A. M. (2002). Okul öncesi dönemde kaynaştırma eğitimine ilişkin öğretmen tutumları: Konya ili örneği (Teacher attitudes towards early childhood inclusion: Konya example). XI. Eğitim Bilimleri Kongresi. Yakındoğu Üniversitesi, Lefkoşa, KKTC.
  • Secer, Z. (2010). An analysis of the effects of in-service teacher training on Turkish preschool teachers’ attitudes towards inclusion. International Journal of Early Years Education, 18(1), 43-53.
  • Seery, M. E., Davis, P. M., & Johnson, L. J. (2000). Seeing eye-to-eye: Are parents and professionals in agreement about the benefits of preschool inclusion? Remedial and Special Education, 21(5), 268-278.
  • Shade, R. A., & Stewart, R. (2001). General education and special education pre-service teachers attitude toward inclusion. Preventing School Failure, 46(1), 37-41.
  • Simon, M., & Tierney, R. (2011). Use of vignettes in educational research on sensitive teaching functions such as assessment. Available online at: http://www.icsei.net/icsei2011/Full%20Papers/0153.pdf (accessed March, 2013). Soodak, L. C., Erwin, J. E., Winton, P., Brotherson, M. J., Turnbull, A. P., Hanson, M. J. (2002). Implementing inclusive early childhood education: A call for professional empowerment. Topics in Early Childhood Special Education, 22(2), 91Sucuoğlu, B., Bakkaloğlu, H., Akalın, S., Demir, Ş., & İşcen Karasu, F. (2013). Okul öncesinde kaynaştırma: Öğretmen eğitiminin öğretmen çıktıları üzerindeki etkilerinin değerlendirilmesi (Preschool Inclusion: The effects of teacher training regarding inclusion on teacher outcomes). TÜBİTAK, SOBAG, Unpublished project report, Ankara, Türkiye.
  • Şahbaz, Ü. (1997). Öğretmenlerin özürlü çocukların kaynaştırılması konusunda bilgilendirilmelerinin kaynaştırmaya ilişkin tutumlarının değişmesindeki etkililiği (The effects of attitude change about inclusion after teacher training). Unpublished M.Sc. Thesis, Abant İzzet Baysal Universitesi, Sosyal Bilimler Enstitüsü, Bolu, Türkiye.
  • Temel, F. (2000). Okul öncesi eğitimcilerinin engellilerin kaynaştırılmasına ilişkin görüşleri (Opinions of early childhood educators toward inclusion of people with disabilities). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 148-155.
  • Türkoğlu, Y. K. (2007). İlköğretim okulu öğretmenleri ile gerçekleştirilen bilgilendirme çalışmalarının öncesi ve sonrasında öğretmenlerin kaynaştırmaya ilişkin tutumlarının incelenmesi (Effects of training of teachers on their attitudes toward inclusion). Unpublished master’s thesis, Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir, Türkiye.
  • Uysal, A. (1995). Öğretmen ve okul yöneticilerinin zihin engelli çocukların kaynaştırılmasında karşılaşılan sorunlara ilişkin görüşleri (Opinions of teachers and school administrators regarding difficulties they face in inclusive practices). Unpublished M.Sc. Thesis, Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir, Türkiye.
  • Varlıer, G., & Vuran, S. (2006). The views of preschool teachers about integration. Educational Sciences: Theory & Practice, 6(2), 578-585.
  • Werts, M., Wolery, M., & Snyder, E. D. (1996). Teacher’s perceptions of the supports critical to the success of inclusion programs. The Journal of the Association for Persons with Severe Handicaps, 21, 9-21.
  • Wisniewski, L., & Alper, S. (1994). Including students with severe disabilities in general education settings. Remedial and Special Education, 15, 4-13.
  • Wolery, M., & Wilbers, J. (1994). Introduction to the inclusion of young children with special needs in early childhood programs. In M. Wolery & J. S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 1-22). Washington, DC: National Association for the Education of Young Children.
  • Yıkmış, A., Şahbaz, Ü., & Peker, S. (1998). Özel eğitim danışmanlığı ve kaynaştırma dersinin öğretmen adaylarının kaynaştırmaya yönelik tutumlarına etkisi (Effects of counseling and training on attitudes of pre-service special education teachers toward inclusion). 8. Ulusal Özel Eğitim Kongresi’nde Sunulan Bildiri, Edirne, Türkiye.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Bülbin Sucuoğlu Bu kişi benim

Hatice Bakkaloğlu Bu kişi benim

Fadime İşcen Karasu Bu kişi benim

Şeyma Demir Bu kişi benim

Selma Akalın Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013

Kaynak Göster

APA Sucuoğlu, B., Bakkaloğlu, H., Karasu, F. İ., Demir, Ş., vd. (2013). Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion. International Journal of Early Childhood Special Education, 5(2), 107-128. https://doi.org/10.20489/intjecse.107929