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TEACHER'S OPINIONS ON THE EDUCATION OF INCLUSIVE STUDENTS

Yıl 2021, Cilt: 4 Sayı: 2, 41 - 51, 31.08.2021

Öz

The purpose of this research is to examine the views of primary school teachers in the education process of inclusive students. The participants of the research were Şht. Mustafa Kurtuluş Primary School teachers. Our participant group of 10 consists of classroom teachers. Research data were collected by semi-structured interview technique, one of the qualitative research methods. The data obtained from the research were analyzed descriptively. As a result, considering the difficulties faced by classroom teachers in inclusion practices in primary schools, and the research findings in order to make mainstreaming education more successful, it can be suggested that all school personnel, especially classroom teachers, be conscious of mainstreaming practices and that sufficient resources and materials should be accessed for resource education. It shows that primary school teachers stated that students with special needs develop academically and socially during the inclusive education process, and that the inclusion practices that they want to be in the TRNC for students with special needs can be achieved with the participation of the families of the students with special needs and the cooperation with the guidance teacher and special education teacher. Classroom teachers support each other by exchanging ideas with other teachers the most. In inclusive education, a more successful inclusive education is considered when the difficulties experienced by classroom teachers in the support education service for students with special needs are minimized and the inclusive practices that are desired to be in the TRNC are realized.

Kaynakça

  • Akçamete, G., (2009). Inclusion model development project for students with special needs. Ankara: Ankara University Scientific Research Projects.
  • Avcıoğlu, H., Eldeniz Çetin, M., & Özbey, F. (2005). Examining the attitudes of class and branch teachers who have inclusion students in their class towards inclusion. Reflections from special education (p. 79-89). Ankara: Kök Publishing.
  • Babaoğlan, E., & Yılmaz, Ş., (2010). Classroom teachers' competencies in inclusive education. Kastamonu Journal of Education, 8(2), 345-354.
  • Batu, S., & Kırcaali-İftar, G. (2007). Inclusion. Ankara: KÖK Publishing.
  • Bilen, E. (2007). Opinions of primary school teachers about the problems they encounter in inclusion practices and suggestions for solutions (Unpublished master's thesis) Dokuz Eylül University, Institute of Educational Sciences, Department of Classroom Teaching, Izmir.
  • Budak, Y. (1999). Total quality management in education and the importance of in-service training for teachers in the realization of an effective school. Journal of Contemporary Education, 251, 68-83.
  • Diken, I. H. (2007). Cooperation in mainstreaming practices. Eskisehir: Anadolu University Press.
  • Friend, M., & Bursuck, W. (2006). Including students with special needs a practical guide for classroom teachers (4th Edition b.). Boston: Allyn and Bacon.
  • Friend, M., & Cook, L. (2000). Interactions: Collaboration skills for school professionals (7th. ed.). Boston, MA: Pearson.
  • Fuchs, W. W. (2009-2010). Examining teachers' perception barriers associated with inclusion. SRATE Journal Winter, 19(1), 30-35.
  • Güven, D., & Gürsel, O. (2010). Teachers' views on the evaluation of the achievement of students with intellectual disabilities participating in primary education inclusion practices. Paper Presented at the 20th National Special Education Congress, Gaziantep.
  • Güzel Özmen, R. (2009). Instructional arrangements in inclusive environments. Ankara: Gündüz Education and Publishing.
  • Horne, P., & Timmons, V. (2009). Making it work: Teachers' perspectives on inclusion. International Journal of Inclusive Education, 13(3), 273-286.
  • Kuyini, A. B. & Mangope, B. (2011). Student teachers' attitudes and concerns about inclusive, education in Ghana and Botswana. International Journal of Whole Schooling, 7(1), 20-37.
  • Kwapy, J. E. (2004). Attitudes toward inclusive education by K-12 regular and special education techers (Unpublished doctorate thesis). Capella University, Minneapolis, USA.
  • McLeskey, J., Waldron, N. L., So, T. S. H., Swanson, K., & Loveland, T. (2001). Perspectives of teachers toward inclusive school programs. Teacher Education and Special Education, 24(2), 108-115.
  • Metin, N., & Çakmak Güleç, H. (1998). The opinions of teachers in primary schools about the programs in which disabled children and normal children are integrated. 8th National Special Education Congress. Edirne.
  • Metin, N., Güleç, H., & Şahin, Ç. (2009). Determination of primary school teachers' competencies after in-service training for the integration of mentally handicapped children. I. International Turkey Educational Research Congress, Çanakkale.
  • Nizamoğlu, N. (2006). Classroom teachers' competencies in inclusion practices (Unpublished master's thesis). Abant İzzet Baysal University, Institute of Social Sciences, Department of Primary Education, Classroom Teaching Program, Bolu.
  • Olçay-Gül, S., & Vuran, S. (2015). Opinions of students with special needs who attend regular classes and the problems they encounter. Education and Science, 169-195.
  • Önder, M. (2007). Determination of instructional adaptations made by classroom teachers for inclusive students with intellectual disabilities (Unpublished Master's Thesis). Abant İzzet Baysal University, Bolu.
  • Russell, M., Hoffmann, T., & Higgins, J. (2009). NimbleTools: A universally designed test delivery system. Teaching Exceptional Children, 42(2), 6-12. .
  • Sucuoğlu, B., & Kargın, T. (2008). Inclusion practices in primary education, approaches, methods, techniques. Istanbul: Morpa Publications.
  • Vuran, S, & Sarpdağ, D. (2001). Evaluation of the legal arrangements made in recent years regarding the disabled in terms of education services. X. National Special Education Congress Proceedings. Antioch.
Yıl 2021, Cilt: 4 Sayı: 2, 41 - 51, 31.08.2021

Öz

Kaynakça

  • Akçamete, G., (2009). Inclusion model development project for students with special needs. Ankara: Ankara University Scientific Research Projects.
  • Avcıoğlu, H., Eldeniz Çetin, M., & Özbey, F. (2005). Examining the attitudes of class and branch teachers who have inclusion students in their class towards inclusion. Reflections from special education (p. 79-89). Ankara: Kök Publishing.
  • Babaoğlan, E., & Yılmaz, Ş., (2010). Classroom teachers' competencies in inclusive education. Kastamonu Journal of Education, 8(2), 345-354.
  • Batu, S., & Kırcaali-İftar, G. (2007). Inclusion. Ankara: KÖK Publishing.
  • Bilen, E. (2007). Opinions of primary school teachers about the problems they encounter in inclusion practices and suggestions for solutions (Unpublished master's thesis) Dokuz Eylül University, Institute of Educational Sciences, Department of Classroom Teaching, Izmir.
  • Budak, Y. (1999). Total quality management in education and the importance of in-service training for teachers in the realization of an effective school. Journal of Contemporary Education, 251, 68-83.
  • Diken, I. H. (2007). Cooperation in mainstreaming practices. Eskisehir: Anadolu University Press.
  • Friend, M., & Bursuck, W. (2006). Including students with special needs a practical guide for classroom teachers (4th Edition b.). Boston: Allyn and Bacon.
  • Friend, M., & Cook, L. (2000). Interactions: Collaboration skills for school professionals (7th. ed.). Boston, MA: Pearson.
  • Fuchs, W. W. (2009-2010). Examining teachers' perception barriers associated with inclusion. SRATE Journal Winter, 19(1), 30-35.
  • Güven, D., & Gürsel, O. (2010). Teachers' views on the evaluation of the achievement of students with intellectual disabilities participating in primary education inclusion practices. Paper Presented at the 20th National Special Education Congress, Gaziantep.
  • Güzel Özmen, R. (2009). Instructional arrangements in inclusive environments. Ankara: Gündüz Education and Publishing.
  • Horne, P., & Timmons, V. (2009). Making it work: Teachers' perspectives on inclusion. International Journal of Inclusive Education, 13(3), 273-286.
  • Kuyini, A. B. & Mangope, B. (2011). Student teachers' attitudes and concerns about inclusive, education in Ghana and Botswana. International Journal of Whole Schooling, 7(1), 20-37.
  • Kwapy, J. E. (2004). Attitudes toward inclusive education by K-12 regular and special education techers (Unpublished doctorate thesis). Capella University, Minneapolis, USA.
  • McLeskey, J., Waldron, N. L., So, T. S. H., Swanson, K., & Loveland, T. (2001). Perspectives of teachers toward inclusive school programs. Teacher Education and Special Education, 24(2), 108-115.
  • Metin, N., & Çakmak Güleç, H. (1998). The opinions of teachers in primary schools about the programs in which disabled children and normal children are integrated. 8th National Special Education Congress. Edirne.
  • Metin, N., Güleç, H., & Şahin, Ç. (2009). Determination of primary school teachers' competencies after in-service training for the integration of mentally handicapped children. I. International Turkey Educational Research Congress, Çanakkale.
  • Nizamoğlu, N. (2006). Classroom teachers' competencies in inclusion practices (Unpublished master's thesis). Abant İzzet Baysal University, Institute of Social Sciences, Department of Primary Education, Classroom Teaching Program, Bolu.
  • Olçay-Gül, S., & Vuran, S. (2015). Opinions of students with special needs who attend regular classes and the problems they encounter. Education and Science, 169-195.
  • Önder, M. (2007). Determination of instructional adaptations made by classroom teachers for inclusive students with intellectual disabilities (Unpublished Master's Thesis). Abant İzzet Baysal University, Bolu.
  • Russell, M., Hoffmann, T., & Higgins, J. (2009). NimbleTools: A universally designed test delivery system. Teaching Exceptional Children, 42(2), 6-12. .
  • Sucuoğlu, B., & Kargın, T. (2008). Inclusion practices in primary education, approaches, methods, techniques. Istanbul: Morpa Publications.
  • Vuran, S, & Sarpdağ, D. (2001). Evaluation of the legal arrangements made in recent years regarding the disabled in terms of education services. X. National Special Education Congress Proceedings. Antioch.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Mukaddes Sakallı Demirok Bu kişi benim

Türkan Gökalp Bu kişi benim

Yayımlanma Tarihi 31 Ağustos 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 4 Sayı: 2

Kaynak Göster

APA Sakallı Demirok, M., & Gökalp, T. (2021). TEACHER’S OPINIONS ON THE EDUCATION OF INCLUSIVE STUDENTS. Near East University Online Journal of Education, 4(2), 41-51.