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

Öz

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

Anahtar Kelimeler

• inclusion,preschool teachers,role perception

Kaynakça

1. Akalın, S. (2015). Opinions and needs of mainstream classroom teachers about classroom management. Ankara University Faculty of Educational Sciences Journal of Special Education, 16(3), 215-234. doi: 10.1501/Ozlegt_0000000230
2. Akcan, E., & İlgar, L. (2016). Kaynaştırma sınıf öğretmenlerinin kaynaştırma konusundaki yeterliliklerinin araştırılması [Investigating the adequacy of inclusive classroom teachers about inclusion]. Journal of Hasan Ali Yücel Faculty of Education, 13(2), 27-40. Retrieved from https://dergipark.org.tr/iuhayefd
3. Aldemir, O., & Gursel, O. (2014). The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement. Educational Sciences: Theory and Practice, 14(2), 733-740. doi: 10.12738/estp.2014.2.1976
4. Arkonaç, S.A. (2008). Sosyal psikolojide insanları anlamak [Understanding people in social psychology]. Ankara: Nobel.
5. Altun, T., & Gülben, A. (2009). Okulöncesinde özel gereksinim duyan çocukların eğitimin-deki uygulamalar ve karşılaşılan sorunların öğretmen görüşleri açısından değerlendirilmesi [Evaluation of practices and problems in education of pre-school children with special education needs through the views of teachers]. Selçuk University Ahmet Kelesoğlu Education Faculty Journal, 28, 253-272. Retrieved form https://dergipark.org.tr/akef
6. Avcıoğlu, H. (2011). Zihin engelliler sınıf öğretmenlerinin bireyselleştirilmiş eğitim programı hazırlamaya ilişkin görüşleri [Mental handicapped class teachers’ thoughts on preparing individualized education program]. Ankara University Faculty of Educational Sciences Journal of Special Education, 12(1) 39-53. Retrieved from https://dergipark.org.tr/ozelegitimdergisi
7. Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16, 277-293. doi: 10.1016/S0742-051X(99)00062-1
8. Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A re-view of the literature. European Journal of Special Needs Education, 17(2), 129-147. doi: 10.1080/08856250210129056

9. Bakkaloğlu, H., Yılmaz, B., Altun Könez, N., & Yalçın, G. (2018). What do the research about preschool inclusion in Turkey tell us? Inonu University Journal of the Faculty of Education, 19(1), 119-150. doi: 10.17679/inuefd.302031
10. Boavida, T., Aguiar, C., McWilliam, R. A., & Pimentel, J. S. (2010). Quality of individualized education program goals of preschoolers with disabilities. Infants & Young Children, 23(3), 233-243. Retrieved from https://journals.lww.com/iycjournal/pages/default.aspx
11. Bogdan, R. C., & Biklen, K. S. (2007). Qualitative research for education: An introduction to theory methods (5th edition). Boston: Allyn and Bacon.
12. Creswell, J. W. (2013). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Re-search design: Qualitative, quantitative and mixed methods approaches]. (Çev: S. B. Demir). Ankara: Eğiten Kitap Yayıncılık.
13. Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve nitel araştırma deseni [Qualitative inquiry and research design choosing among five ap-proaches] (2dn ed.) (Çev: M. Bütün ve S. B. Demir). Ankara: Siyasal Yayınevi
14. De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes to-wards education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353. doi: 10.1080/13603110903030089
15. Demir, Ş. (2016). In-class behaviors of teachers and children with special needs or risk group in inclusive preschool classrooms. Ankara University Faculty of Educational Sciences Journal of Special Education, 17(02), 141-162. doi: 10.21565/ozelegitimdergisi.246292
16. Demirezen, S., & Akhan, N. E. (2016). Sosyal bilgiler öğretmenlerinin kaynaştırma uygula-malarına ilişkin görüşleri [The opinions of the social studies teachers on inclusion prac-tices]. Abant Izzet Baysal University Education Faculty Journal, 16, 1206-1223. Retrieved from http://efdergi.ibu.edu.tr/index.php/efdergi
17. Demirkaya, P. N., & Bakkaloglu, H. (2015). Examining the student-teacher relationships of children both with and without special needs in preschool classrooms. Educational Sciences: Theory and Practice, 15(1), 159-175. Retrieved from https://www.estp.com.tr/tr/
18. Denzin, N.K., & Lincoln, Y. S. (2005). The sage handbook of qualitative research (3 rd edition). Thousand Oaks: Sage Publications
19. Dias, P.C., & Cadime, I. (2016). Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool. European Journal of Special Needs Educa-tion, 31(1), 111-123. doi: 10.1080/08856257.2015.1108040
20. Diken, I. H., Rakap, S., Diken, O., Tomris, G., & Celik, S. (2016). Early childhood inclusion in Turkey. Infants & Young Children, 29(3), 231-238. doi: 10.1097/IYC.0000000000000065
21. Dikici-Sığırtmaç, A., Hoş, G., & Abbak, B.S. (2011). Okul öncesi öğretmenlerinin kaynaştırma eğitiminde yaşanan sorunlar yönelik kullandıkları çözüm yolları ve önerileri [Solution methods and suggestions of preschool teachers towards inclusive education problems]. Ahi Evran University. Journal of Kırşehir Education Faculty, 12(4), 205-223. Retrieved from http://kefad.ahievran.edu.tr/
22. Ernest, J. M., Heckaman, K. A., Thompson, S. E., Hull, K. M., & Carter, S. W. (2011). In-creasing the teaching efficacy of a beginning special education teacher using differentiated instruction: a case study. International Journal of Special Education, 26(1), 191-201. Retrieved from http://www.internationaljournalofspecialeducation.com
23. Ersoy, A. F. (2016). Fenomenoloji. A. Saban ve A. Ersoy (Eds.), Eğitimde nitel araştırma desenleri [Qualitative research in education] içinde (s. 52-109). Ankara: Anı Yayıncılık
24. Fishel, M., & Ramirez, L. (2005). Evidence-based parent involvement interventions with school-aged children. School Psychology Quarterly, 20(4), 371. doi: 10.1521/scpq.2005.20.4.371
25. Fyssa, A., Vlachou, A., & Avramidis, E. (2014). Early childhood teachers’ understanding of inclusive education and associated practices: Reflections from Greece. International Journal of Early Years Education, 22(2), 223-237. doi: 10.1080/09669760.2014.909309
26. Feldman, R.S. (1995). Social psychology. New Jersey: Prentice Hall Inc.
27. Galović, D., Brojčin, B., & Glumbić, N. (2014). The attitudes of teachers towards inclusive education in Vojvodina. International Journal of Inclusive Education, 18(12), 1262-1282. doi: 10.1080/13603116.2014.886307
28. Goodman, C.J. (2005). Counselling for inclusion, secondary school counsellors perceptions of their roles and responsibilities in inclusive education. (Unpublished doctoral dissertation). University of North Florida College of Education and Human Services, Education in Educational Leadership. USA.
29. Görgün, B. (2013). Opinions of teachers who have inclusion students in their classrooms about roles and responsibilities of teacher aids. (Unpublished master’s thesis). Available from Turkish Republic; Council of Higher Education. (Thesis No:356619)
30. Grenier, M. A. (2011). Coteaching in physical education: A strategy for inclusive prac-tice. Adapted Physical Activity Quarterly, 28(2), 95-112. doi: 10.1123/apaq.28.2.95
31. Güney, S. (2009). Sosyal psikoloji [Social psychology]. Ankara: Nobel.
32. Hastings, R. P., & Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. Educational Psychology, 23(1), 87-94. doi: 10.1080/01443410303223
33. Kargın, T. (2004). Kaynaştırma, tanımı, gelişimi ve ilkeleri [Inclusion, definition, development and principles]. Ankara University Faculty of Educational Sciences Journal of Special Education, 5(2), 1-13. doi. 10.1501/Ozlegt_0000000080
34. Kargın, T., Acarlar, F., & Sucuoğlu, B. (2003). Öğretmen, yönetici ve anne-babaların kaynaştırma uygulamalarına ilişkin görüşlerinin belirlenmesi [Determination of opinions of teachers, administrators and parents about inclusion]. Ankara University Faculty of Educational Sciences Journal of Special Education, 4(2), 55-76. doi: 10.1501/Ozlegt_0000000207
35. Katsafanas, J.D. (2006). The roles and responsibilities of special education teachers. (Un-published doctoral dissertation). Retrieved from http://d-scholarship.pitt.edu/10134/
36. Kemp, C., & Carter, M. (2005). Identifying skills for promoting successful inclusion in kinder-garten. Journal of Intellectual and Developmental Disability, 30(1), 31-44. doi: 10.1080/13668250500033110
37. Kuyini, A. B., Yeboah, K. A., Das, A. K., Alhassan, A. M., & Mangope, B. (2016). Ghanaian teachers: competencies perceived as important for inclusive education. International Journal of Inclusive Education, 20(10), 1009-1023. doi: 10.1080/13603116.2016.1145261
38. Lee, F.L.M, Yeung, A.S., Tracey, D., & Barker, K. (2015). Inclusion of children with special needs in early childhood education: What teacher characteristics. Topics in Early Child-hood Special Education, 35(2), 79-88. doi: 10.1177/0271121414566014
39. Lee-Tarver, A. (2006). Are Individualized Education Plans a good thing? A survey of teachers’ perceptions of the utility of ıeps in regular education settings. Journal of Instruc-tional Psychology, 33(4), 263-272. Retrieved from https://www.questia.com/library/p6137/journal-of-instructional-psychology
40. Minondo, S., Meyer, L. H., & Xin, J. F. (2001). The role and responsibilities of teaching assistants in inclusive education, what’s appropriate?. Research and Practice for Persons with Severe Disabilities, 26(2), 114-119. doi: 10.2511/rpsd.26.2.114
41. Moustakas, C. (1994). Phenomenological research methods. London: Sage.
42. Nickerson, A. B., & Brosof, A. M. (2003). Identifying skills and behaviors for successful inclusion of students with emotional or behavioral disorders. Behavioral Disorders, 28(4), 401-409. Retrieved from http://www.ccbd.net/publications/behavioraldisorders
43. Nonis, K., Chong, W. H., Moore, D. W., Tang, H. N., & Koh, P. (2016). Pre-school teacher’s attitudes towards inclusion of children with developmental needs in kindergartens in Singapore. International Journal of Special Education, 31(3), n3. Retrieved from http://www.internationalsped.com/
44. Odluyurt, S., & Batu, E. S. (2010). Teaching inclusion preparation skills to children with developmental disabilities. Educational Sciences: Theory & Practice, 10(3), 1533-1572. Retrieved from https://www.estp.com.tr/tr/
45. Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Educa-tion, 37(3), 164-173. doi: 10.1177/00224669030370030601
46. Parasuram, K. (2006). Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India. Disability & Society, 21(3), 231-242. doi. 10.1080/09687590600617352
47. Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd edition). Thousand Oaks, CA: Sage Publications.
48. Patton, M.Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage. Rakap, S. (2015). Quality of individualized education programme goals and objectives for preschool children with disabilities. European Journal of Special Needs Educa-tion, 30(2), 173-186. doi: 10.1080/08856257.2014.986909
49. Rakap, S. (2017a). Naturalistic instructional approaches to support inclusion of preschool children with disabilities. Ankara University Faculty of Educational Science Journal of Special Education, 18(3), 471-492. Retrieved from http://dergiler.ankara.edu.tr/
50. Rakap, S. (2017b). Impact of coaching on pre-service teachers’ use of embedded instruction in inclusive preschool classrooms. Journal of Teacher Education, 68(2), 125-139. doi: 10.1177/0022487116685753
51. Rakap, S. (2019). Re-visiting transition-based teaching: impact of pre-service teacher’s implementation on child outcomes. Learning and Instruction, 59, 54-64. doi: 10.1016/j.learninstruc.2018.10.001
52. Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool teachers’ use of strategies to support social-emotional competence in young children. International Journal of Early Childhood Special Education, 10(1), 11-25. doi: 10.20489/intjecse.454103
53. Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. Euro-pean Journal of Special Needs Education, 25(1), 59-75. doi: 10.1080/08856250903450848
54. Rakap, S., Parlak-Rakap, A., & Aydın, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223-1237. doi: 10.1080/13603116.2016.1159254
55. Sadioğlu, Ö., Bilgin, A., Batu, S., & Oksal, A. (2013). Primary school teachers’ opinions re-lated to inclusion of students with special needs. Educational Science: Theory & Practice, 13(3), 1743-1765. doi. 10.12738/estp.2013.3.1546
56. Saraç, T., & Çolak, A. (2012). Kaynaştırma uygulamaları sürecinde ilköğretim sınıf öğret-menlerinin karşılaştıkları sorunlarla ilişkin görüş ve önerileri [Elementary school teachers’ views and suggestions regarding the problems encountered in the process of inclusive applications]. Mersin University Journal of the Faculty of Education, 8(1), 13-28. Retrieved from https://dergipark.org.tr/mersinefd
57. Sharma, P. (2010). Enhancing student reflection using weblogs: lessons learned from two implementation studies. Reflective Practice, 11(2), 127-141. doi: 10.1080/14623941003683201
58. 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 disabilities, Disability & Society, 23(7), 773-785. doi: 10.1080/09687590802469271
59. Smith, M. K., & Smith, K. E. (2000). “I believe in inclusion, but…”, regular education early childhood teachers’ perceptions of successful inclusion, Journal of Research in Child-hood Education, 14(2), 161-180. doi: 10.1080/02568540009594761
60. Soodak, L. C. (2003). Classroom management in inclusive settings. Theory into practice, 42(4), 327-333. doi: 10.1207/s15430421tip4204_10
61. Sucuoglu, B., Akalin, S., & Pinar-Sazak, E. (2010). The effects of classroom management on the behaviors of students with disabilities in inclusive classrooms in Turkey. The Journal of Emotional International Association of Special Education, 9(1), 64-74. Retrieved from https://www.iase.org/
62. Sucuoğlu, N. B., & Bakkaloğlu, H. (2018). The quality of parent–teacher relationships in inclusive preschools. Early Child Development and Care, 188(8), 1190-1201. doi: 10.1080/03004430.2016.126112
63. Sucuoğlu, B., Bakkaloğlu, H., İşcen-Karasu, F., Demir, & Ş., Akalın, S. (2014). Preschool teachers’ knowledge levels about inclusion. Educational Sciences, Theory & Practice, 14(4), 1477-1483. doi: 10.12738/estp.2014.4.2078
64. Sukbunpant, S., Arthur-Kelly, M., & Dempsey, I. (2013). Thai preschool teachers’ views about inclusive education for young children with disabilities. International Journal of Inclusive Education, 17(10), 1106-1118. doi: 10.1080/13603116.2012.741146
65. MEB. (1983). Law of Children in Need of Special Education. Pub. L. No:2916. Retrieved from http://www.resmigazete.gov.tr/arsiv/18192.pdf
66. MEB. (1997). Law of Special Education. Pub. L. No:23011. Retrieved from https://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111011_ozel_egitim_kanun_hukmunda_kararname.pdf
67. MEB. (2006). Law of Special Education Services. Pub. L. No:26184. Retrieved from https://orgm.meb.gov.tr/alt_sayfalar/mevzuat/Ozel_Egitim_Hizmetleri_Yonetmeligi_son.pdf
68. MEB. (2015a). National Education Statistics. Retrieved from http://sgb.meb.gov.tr/www/mill-egitim-istatistikleri-orgun-egitim-2014-2015/icerik/153
69. MEB. (2015b). Guidelines for Preschool Education and Primary Schools. Retrieved from http://tegm.meb.gov.tr/www/8220okul-oncesi-egitim-ve-ilkogretim-kurumlari-standartlari-kilavuz-kitabi8221-ve-8220okul-oncesi-egitim-ve-ilkogretim-kurumlari-standartlari-veri-girisi-rehber-kitabi8221-yayimlanmistir/icerik/263
70. MEB. (2017). National Education Statistics. Retrieved from http://sgb.meb.gov.tr/www/icerik_goruntule.php?KNO=270
71. Warren, S. R., Martinez, R. S., & Sortino, L. A. (2016). Exploring the quality indicators of a successful full-inclusion preschool program. Journal of Research in Childhood Educa-tion, 30(4), 540-553. doi: 10.1080/02568543.2016.1214651
72. Weisel, A., & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs. SAGE Publications, 1(2), 157-174. doi: 10.1177/1746197906064677
73. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin.
74. Zhang, K. C. (2011). Early childhood education and special education: How well do they mix? An examination of inclusive practices in early childhood educational settings in Hong Kong. International Journal of