Inclusive Education Through the Eyes of Teachers

Öz

This research was conducted in order to determine the present situation, as experienced by teachers from different branches, serving in secondary schools of the Ministry of National Education in Aksaray, regarding inclusive education. In the literature search, ERIC & Taylor Francis database was searched over keywords. The articles related to the problem situation of the research were selected and included in the article. In addition, the sources I have access to have been used while writing the literature and these studies have been included in the bibliography. More specifically, a total of 22 teachers from six different branches serving in secondary schools of the Ministry of National Education in Aksaray Central District Turkey participated in the present research, which combined a qualitative research method and a case study. Purposive sampling and convenience sampling among nonrandom sampling types were used in order to select the research participants. The selection criteria were as follows: serving in secondary schools of the Ministry of National Education in Aksaray Central District Turkey , having students in their class from disadvantaged groups. Research data were collected via semi-structured interviews with questions devised by the authors in accordance with the related literature and research objectives. In the analysis of the data, content analysis methodology was utilized. In the research, it was found that teachers have a general idea about what inclusive education is, and that they think inclusive education is necessary and has advantages and disadvantages according to the way it is applied, that teachers and students should have in-service training to improve of inclusive education, and that improving schools’ physical opportunities was a factor in improving inclusive education. Research results were discussed in relation to the related literature and some suggestions were presented.

Anahtar Kelimeler

• Inclusive Education,Qualitative Research,Teacher’s Points of View

Kaynakça

1. Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change 6(2), 109-124.
2. Ainscow, M., & César, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda. European Journal of Psychology of Education, 21(3), 231-238.
3. Ainscow, M., Dyson, A., & Weiner, S. (2013). From exclusion to inclusion: ways of responding in schools to students with special educational needs. CfBT Education Trust. Retrieved from, https://eric.ed.gov/?id=ED546818.
4. Balcı, A. (2015). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Pegem Academy
5. Başkale, H. (2016). Determination of validity, reliability and sample size in qualitative studies. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9(1), 23-28.
6. Booth, T., & Ainscow, M. (1998). From them to us. An international study of inclusion on education. London: Routledge.
7. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Academy
8. Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2011). Sosyal bilimler için istatistik. (11.Baskı). Ankara: Pegem Academy

9. Çepni, O., Kılınç, A. Ç. & Kılcan, B. (2018). Problems experienced in postgraduate education and solutions: a qualitative study on graduate students’ views. International Online Journal of Educational Sciences, 10(1), 1-16.
10. Çepni, S. (2005). Araştırma ve proje çalışmalarına giriş. Trabzon: Üçyol Kültür Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
11. Eğitim Reformu Girişimi (ERG) (2006). Kapsayıcı Eğitim: Okul Pratiklerı, Öğretmen İhtiyaçları. http://www.egitimreformugirisimi.org/kapsayici-egitimin-durumu-ve-oneriler/
12. Ekiz, D. (2003). Eğitimde araştırma yöntem ve metodlarına giriş. Ankara: Anı
13. Eklindh, K., & Brule-Balescut, J. V. (2006). The Right to Education for Persons with Disabilities: Reflecting on UNESCO’s Role from Salamanca to the Convention on the Rights of Persons with Disabilities. In H.
14. Savolainen, M. Matero & H. Kokkala (Eds.), When All Means All: Experiences in Three African Countries with EFA and Children with Disabilities. Helsinki: Ministry of Foreign Affairs of Finland. European Commission, (2010). European Disability Strategy 2010-2020: A Renewed Commitment to a BarrierFree Europe. Retrieved from http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:0636:FIN:en:PDF
15. Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: what would it look like and how can we get one? Educational Researcher, 31(5), 3-15.
16. Hitchock, G., & Hughes, D. (1995). Research and the teacher: a qualitative introduction to school‐based research. New York: Routledge.
17. Hossain, M. (2012). An Overview of the inclusive education in the United States. In Communication Technology for Students in Special Education and Gifted Programs (Aitken, J., Fairely, J. P., & Carlson, J.K. Eds). Hensley, PA: Information Science Reference.
18. Huberman, M. (1993). The model of the independent artisan in teachers’ professional relationships. In J.W. Little and M.W. McLaughlin (eds), Teachers’ Work: Individuals, Colleagues and Contexts. New York: Teachers College
19. İMECE, (2017). Dezavantajlı Grupların Bilgi ve Beceriye Erişimi. Retrieved from, file:///C:/Users/Pc/Desktop/ugulama%20dosyas%C4%B1/MSL3_DezavavntajliGruplar_Imece_0217.p df
20. Jenkinson, J. C. (1997). Mainstreaming or special? Educating students with disabilities. London and Newyork: Routledge
21. Karasar, N. (2010). Bilimsel araştırma yöntemi. (21.Baskı), Ankara: Nobel
22. Kozleski, E. B., Artiles, A. J., Fletcher, T., & Engelbrecht, P. (2009). Understanding the dialectics of the local and the global in education for all: A comparative case study. International Critical Childhood Policy Studies, 2(1), 15-29.
23. Ladanyi, J., & Szelenyi, I. (2006). Patterns of exclusion: constructing gypsy ethnicity and the making of an underclass in transitional societies of Europe: New York: East European Monographs.
24. Lambert, L., Walker, D., Zimmerman, D., Cooper, J., Lambert, M., Gardner, M., & Ford-Slack, P. J. (1995). The constructivist leader. New York: Teachers College
25. Lewis, R.B., & Doorlag, D.H. (1999). Teaching special students in general education classrooms (5th ed.). Upper Saddle River, NJ: Prentice Hall.
26. Lincoln, S., & Guba, E. G. (2000). Paradigmatic Controversies, Contradictions and Emerging Confluences, in N.K.
27. Denzin, and Y.S. Lincoln (eds.), Handbook of Qualitative Research (2nd ed.), London: Sage.
28. Little, J. W., & McLaughlin, M.W. (Eds). (1993). Teachers’ work: Individuals, colleagues and contexts. New York: Teachers College
29. Messiou, K. (2017). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). USA: SAGE.
30. Moisă, F. (2012). Social Inclusion in Romania. From Concept to the Implementation of Public Policies for the Inclusion of the Roma, Doctoral Thesis, Babeş-Bolyai University Cluj Napoca Faculty Of Sociology And Social Work.
31. Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunitie. European Journal of Special Needs Education, 32(1), 3-17. doi:10.1080/08856257.2016.1254964
32. Moriña, A., López-Gavirab, R., & Morgadoc, B. (2017). How do Spanish disability support offices contribute to inclusive education in the university? Disability & Society, 32(10), 1608-1626. doi:10.1080/09687599.2017.1361812
33. Riehl, C. J. (2000). The principal’s role in creating inclusive schools for diverse students: a review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55-81.
34. Rouse, M. (2008). Developing inclusive practice: A role for teachers and teacher education? Education in the North, 1(16), 1-20.
35. Sanchez, P. A. (2012). Effective and inclusive schools: How to promote their development. Educatio Siglo, 30(1), 25-44.
36. Sanchez-Marti, A., & Ramirez-Iniguez, A. A. (2012). Inclusive education: An examination of school relationships and student interactions. Intercultural Education, 23(6), 491-500.
37. Shaddock, T. J., Symth King, B., Giorcelli, L. (2007). A project to improve the learning outcomes of students with disabilities in the early, middle and post compulsory years of schooling. Australia: Australian Government Department of Education, Science and Training.
38. Simon, C., Echeita, G., Sandoval, M., & Lopez, M. (2010). The inclusive educational process of students with visual impairments in Spain: An analysis from the perspective of organization. Journal of Visual Impairment & Blindness, 104(9), 565-570.
39. Şimşek, Ü. (2017). Examination of the social studies curriculum as part of inclusive education. VI. International Symposium On Social Studies Education, Anadolu University, Eskişehir, Turkey.
40. Tinklin, T., Riddell, S., & Wilson, A. (2004). Policy and provision for disabled students in higher education in Scotland and England: The current state of play. Studies in Higher Education, 29(5), 637-657.
41. United Nations Educational, Scientific and Cultural Organization (UNESCO) (1994). The salamanca statement and framework for action on special needs education. Retrieved from, http://www.unesco.org/education/pdf/SALAMA_E.PDF
42. United Nations Educational, Scientific and Cultural Organization (UNESCO) (2001). The open file on inclusive education. Retrieved from, https://unesdoc.unesco.org/ark:/48223/pf0000125237
43. Wamboldt, B. D. (2009). Content analysis: Method, applications, andissues. Health Care for Women International, 13(3), 313-321.
44. Warnock, M. (1979). Children with special needs: The Warnock Report. British Medical Journal, 1(6164), 667– 668.
45. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (Genişletilmiş 9. Baskı). Ankara: Seçkin