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The Psychology of Inclusive Education: Contemporary Tendencies, Updated Practices

Yıl 2022, Cilt 4, Sayı 1, 1 - 26, 30.03.2022
https://doi.org/10.37233/TRSPED.2022.0120

Öz

The strong infrastructure of the theoretical tendencies, principles, practices and outputs of inclusive education has led to the worldwide adoption of this model and the development of a belief that the service capacity of schools should be strengthened so that “all individuals can benefit from quality education”. As with all learning and teaching processes and models, the theoretical foundations, strategies and practices of inclusive education directly involve, benefit from and affect psychological processes. In this study, which is based on the need for studies in which psychological processes are evaluated in a systematic and organized way in the context of inclusive education, the relationship of inclusive education with different fields of psychology such as learning psychology, developmental psychology and social psychology is established. While explaining this content, firstly, information about the inclusive education model is given, and in the following titles, the emotional dimension of inclusive education, the relationship between inclusive pedagogy and learning, the place and importance of cooperative learning in inclusive education, psychological counseling and guidance in inclusive education and diagnostics in inclusive education are presented.

Kaynakça

  • Abrams, D., & Christian, J. (2007) A relational analysis of social exclusion. In D. Abrams, J. Christian & D. Gordon (Eds.), Multidisciplinary handbook of social exclusion research (pp. 211–232). John Wiley & Sons. Ainscow, M. (1991). Effective schools for all. David Fulton.
  • Avramidis, E., & Norwich, B. (2002). Mainstream teachers’ attitudes towards inclusion/integration: A review of the literature. European Journal of Special Needs Education, 17(2), 1–19.
  • Bandura, A. (1977). Principles of behavioral modification. Holt, Rinehart, and Winston.
  • Bandura, A. (1986). Social foundations of thought and action. Prentice Hall.
  • Bell, M. A., & Wolfe, C. D. (2004). Emotion and cognition: an intricately bound developmental process. Child Development, 75(2), 366–379.
  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Sage.
  • Bjorklund, D. F., & Causey, K. B. (2018). Children’s thinking: Cognitive development and individual differences. Sage.
  • Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Centre for Studies in Inclusive Education.
  • Caslin, M. (2019). ‘I have got too much stuff wrong with me’: An exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system. Emotional and Behavioural Difficulties, 24(2), 167-180.
  • Craparo, G. (2020). Unrepressed unconscious: A developmental relational approach. The Scandinavian Psychoanalytic Review, 43(2), 68-77.
  • Cook, B. G., & Schirmer, B. R. (2003). Special series: What is special about special education? The Journal of Special Education, 37(3), 200–204.
  • Cole, B. A. (2005). Mission impossible? Special educational needs, inclusion and the reconceptualization of the role of the SENCO in England and Wales. European Journal of Special Needs Education, 20, 287-307.
  • Daniels, H. (2001). Activity theory and knowledge production. Emotional and Behavioural Difficulties, 6(2), 113–124.
  • Davis, P., & Florian, L. (2004). Teaching strategies and approaches for children with special educational needs. A scoping study [Research Report 516]. DfES.
  • DeVries, R., & Zan, B. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early education. Teachers College Press.
  • Dölek, N., & İnceoğlu, D. (2013). School psychology in Turkey. In P. A Saigh & T. Oakland (Eds.), International perspectives on psychology in the schools (s. 93-104). Routldge.
  • Farrell, P. T., & Venables, K. (2009). Can educational psychologists be inclusive? In P. Hick, R. Kershner, & P. T. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 117-127). Routledge/Falmer.
  • Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37, 813-828.
  • Florian, L., Hollenweger, J., Someonsson, R. J., Wedell, K., Riddell, S., Terzi, L., & Holland, A. (2006). Cross-cultural perspectives on the classification of children with disabilities: Issues in the classification of children with disabilities. The Journal of Special Education, 40, 36-45.
  • Florian, L. (2009). Towards inclusive pedagogy. In P. Hick, R. Kershner, & P. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 38–51). Routledge/Falmer.
  • Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom teachers. Pearson.
  • Forest, M., & Pearpoint, J. (1992) Putting all kids on the MAP. Educational Leadership, 50(2), 26–31.
  • Graham, L. (2020). Inclusive education for the 21st century: Theory, policy and practice. Routledge.
  • Greenhalgh, P. (1994) Emotional growth and learning. Routledge.
  • Goodley, D., & Lawthom, R. (2006) Disability and psychology. Palgrave MacMillan.
  • Grenier, M., & Yeaton, P. (2019). Social thinking skills and cooperative learning for students with autism. Journal of Physical Education, Recreation & Dance, 90(3), 18-21
  • Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217.
  • Jimerson, S. R., Sharkey, J. D., Nyborg, V., & Furlong, M. J. (2004). Strength-based assessment and school psychology: A summary and synthesis. The California School Psychologist, 9, 9-19.
  • Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota.
  • Johnson, K. F., Belcher, T. A. W., Zimmerman, B., & Franklin, J. (2020). Interprofessional partnerships involving school counsellors for children with special needs: a broad based systematic review using the PRISMA framework. Support for Learning, 35(1), 43-67.
  • Jordan, L., & Goodey, C. (1996) Human rights and school change: The Newham story. Centre for Studies in Inclusive Education.
  • Ireson, J., & Hallam, S. (2001). Ability grouping in education. Paul Chapman Publishing.
  • Kagan, S., Kyle, P., & Scott, S. (2004). Win win discipline. Kagan Cooperative Learning.
  • Kelchtermans, G., & Deketelaere, A. (2016). The emotional dimension in becoming a teacher. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 429–461). Springer.
  • Keogh, B. K., & MacMillan, D. L. (1996). Exceptionality. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 311- 330). Simon Shuster/Macmillan.
  • Lakkala, S., & Óskarsdóttir, E. (2021). Enhancing sustainable inclusive education. Sustainability, 13(14), 7798. 
  • Le Cornu, R., & Collins, J. (2004). Re-emphasizing the role of affect in learning and teaching. Pastoral Care, 22(4), 27–33.
  • Macklem, G. L. (2014). Preventive mental health at school: Evidence‐based services for students. Springer.
  • Mason, M., & Rieser, R. (1994). Altogether better. London Charity Projects.
  • McLaughlin, M. J., Dyson, A., Nagle, K., Thurlow, M., Rouse, M., Hardman, M., Norwich, B., Burke, P. J., & Perlin, M. (2006). Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools. The Journal of Special Education, 40, 46-58.
  • Moll, L. (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge University Press.
  • Murray, A. (2005). The fear of learning and the fear of not being able to teach in a special school for pupils with emotional, behavioral and social difficulties (ESBD). The Psychotherapist, 29, 4-5.
  • Niemann, R., & Kotzé, T. (2006). The relationship between leadership practices and organisational culture: An education management perspective. South African Journal of Education, 26(4), 609-624.
  • Nkoma, E., & Hay, J. (2018). Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe. Psychology in the Schools, 55(7), 850-866.
  • Palincsar, A. S. (2005). Social constructivist perspectives on teaching and learning. In H. Daniels (Ed.), An Introduction to Vygotsky (pp. 285–314). Routledge.
  • Piaget, J. (1952). The origins of intelligence in children. Routledge & Kegan Paul.
  • Poulou, M., & Norwich, B. (2002). Cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties: A model of decision-making. British Educational Research Journal, 28(1), 111–138.
  • Putnam, J. (2009). Cooperative learning for inclusion. In P. Hick, R. Kershner, & P. T. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 81–95). Routledge.
  • Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59-75.
  • Rakap, S., Parlak-Rakap, A., & Aydin, 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.
  • Sakız, H. (2021). Eğitimde bir kalite modeli olarak kapsayıcı eğitim. Nobel Akademi.
  • Sakız, H. (2016). Ability, examination and inclusive education: Stretching the hard lines of the educational system. Educational Process: International Journal, 5(1), 65-75.
  • Sakız, H., & Sarıçalı, M. (2019). Paradigmatic challenges in school counselling: Correlates and reflections on practice. Journal of Psychologists and Counsellors in Schools, 29(1), 69-81.
  • Sakız, H., Ekinci, A., & Sarıçam, H. (2020). Teachers’ perceptions of their school managers’ skills and their own self-efficacy levels. International Journal of Leadership in Education, 23(5), 585-603.
  • Sakız, H., Woods, C., Sart, H., Erşahn, Z., Aftab, R., Koç, N., & Sarıçam, H. (2015). The route to ‘inclusive counselling’: Counsellors’ perceptions of disability inclusion in Turkey. International Journal of Inclusive Education, 19, 250-269.
  • Siegler, R. S. (1996). Emerging minds: The process of change in children’s thinking. Oxford University Press.
  • Skrtic, T. M. (1988). The organizational context of special education. In E. Meyen & T. Skrtic (Eds.), Exceptional children and youth: An introduction (pp. 479-517). Love Publishing.
  • Slavin R. E. (2011). Cooperative learning. In: V. G. Aukrust (Ed.), Learning and cognition in education (pp. 160–168). Elsevier.
  • Slee, R. (2001). Inclusion in Practice: Does practice make perfect? Educational Review, 53(2), 113–123.
  • Stringer, P. (2018). Dynamic assessment in educational settings: Is potential ever realised?. Educational Review, 70(1), 18-30.
  • Thomas, C. (2004). Developing the social relational in the social model of disability: A theoretical agenda. In C. Barnes & G. Mercer (Eds.), Implementing the social model of disability: Theory and research (pp. 32- 48). The Disability Press.
  • Thomas, G., & Loxley, A. (2007). Deconstructing special education and constructing inclusion. Open University Press.
  • Thomas, C., & Zolkoski, S. (2020). Preventing stress among undergraduate learners: The importance of emotional intelligence, resilience, and emotion regulation. Frontiers in Education, 5(94), 1-8.
  • Turan, S., & Bektaş, F. (2013). The relationship between school culture and leadership practices. Eurasian Journal of Educational Research, 52, 155-168.
  • UNESCO. (2001). Open file on inclusive education: Support materials for managers and administrators. UNESCO Publishing.
  • UNESCO. (2015). Education for all global monitoring report: Education for all 2000-2015 achievements and challenges. UNESCO Publishing.
  • Urquhart, I. (2000). Teaching children with emotional difficulties. In D. Whitebread (Ed.), The psychology of teaching and learning in the primary school (pp. 323-347). Routledge.
  • Urquhart, I. (2009). The psychology of inclusion: the emotional dimension. In P. Hick, R. Kershner, & P. Farrell, (Eds.), Psychology for Inclusive Education: New directions in theory and practice (pp. 66-77). Routledge.
  • Vygotsky, L.S. (1962/1986). Thought and language. MIT Press.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Waldron, N. L., & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal of Educational and Psychological Consultation, 20(1), 58-74.
  • Weare, K. (2013). Promoting mental, emotional and social health: A whole school approach. Routledge.
  • Wedell, K. (2008). Confusion about inclusion: Patching or system change. British Journal of Special Education, 25, 127-135.
  • Werstch, J. V., & Kanner, B. G. (1992). A sociocultural approach to intellectual development. In R. J. Sternberg & C. A. Berg (Eds.), Intellectual development (pp. 328-350). Cambridge University Press.
  • Westwood, P. (2007). Commonsense methods for children with special educational needs. Routledge.
  • Wong, K. L. H., Kauffman, J. M., & Lloyd, J. W. (1991). Choices for integration: Selecting teachers for mainstreamed students with emotional or behavioral disorders. Intervention in Classroom and Clinic, 27, 108-115.
  • Zigler, E. (1982). MA, IQ and the developmental difference controversy. In E. Zigler & D. Balla (Eds.), Mental retardation: The developmental-difference controversy (pp. 213-217). Routledge.

Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar

Yıl 2022, Cilt 4, Sayı 1, 1 - 26, 30.03.2022
https://doi.org/10.37233/TRSPED.2022.0120

Öz

Kapsayıcı eğitim modelinin kuramsal eğilimlerinin, ilkelerinin, uygulamalarının ve kazanımlarının güçlü altyapısı, bu modelin dünya genelinde benimsenmesine ve “bazı bireylerin eğitim sistemlerine dahil edilmesi” anlayışından, “tüm bireylerin nitelikli eğitimden faydalanabilmesi için okulların hizmet kapasitesinin güçlendirilmesi” gerekliliğine yönelik bir inancın gelişmesine yol açmıştır. Tüm öğrenim ve öğretim süreçlerinde ve modellerinde olduğu gibi, kapsayıcı eğitimin kuramsal temelleri, stratejileri ve pratikleri de psikolojik süreçleri doğrudan içermekte, bu süreçlerden faydalanmakta ve bu süreçleri etkilemektedir. Psikolojik süreçlerin kapsayıcı eğitim bağlamında sistematik ve organize bir şekilde değerlendirildiği çalışmalara duyulan ihtiyaçtan yola çıkılarak yapılan bu çalışmada, kapsayıcı eğitimin psikolojisinin öğrenme psikolojisi, gelişim psikolojisi ve sosyal psikoloji gibi farklı alanlarıyla ilişkisi kurulmaktadır. Bu içerik anlatılırken ilk olarak kapsayıcı eğitim modeline ilişkin bilgi verilmekte, takip eden başlıklarda kapsayıcı eğitimin duygusal boyutu, kapsayıcı pedagoji ve öğrenme arasındaki ilişki, kapsayıcı eğitimde işbirlikli öğrenmenin yeri ve önemi, kapsayıcı eğitimde psikolojik danışmanlık ve rehberlik ve kapsayıcı eğitimde tanılamaya ilişkin bir içerik sunulmaktadır.

Kaynakça

  • Abrams, D., & Christian, J. (2007) A relational analysis of social exclusion. In D. Abrams, J. Christian & D. Gordon (Eds.), Multidisciplinary handbook of social exclusion research (pp. 211–232). John Wiley & Sons. Ainscow, M. (1991). Effective schools for all. David Fulton.
  • Avramidis, E., & Norwich, B. (2002). Mainstream teachers’ attitudes towards inclusion/integration: A review of the literature. European Journal of Special Needs Education, 17(2), 1–19.
  • Bandura, A. (1977). Principles of behavioral modification. Holt, Rinehart, and Winston.
  • Bandura, A. (1986). Social foundations of thought and action. Prentice Hall.
  • Bell, M. A., & Wolfe, C. D. (2004). Emotion and cognition: an intricately bound developmental process. Child Development, 75(2), 366–379.
  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Sage.
  • Bjorklund, D. F., & Causey, K. B. (2018). Children’s thinking: Cognitive development and individual differences. Sage.
  • Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Centre for Studies in Inclusive Education.
  • Caslin, M. (2019). ‘I have got too much stuff wrong with me’: An exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system. Emotional and Behavioural Difficulties, 24(2), 167-180.
  • Craparo, G. (2020). Unrepressed unconscious: A developmental relational approach. The Scandinavian Psychoanalytic Review, 43(2), 68-77.
  • Cook, B. G., & Schirmer, B. R. (2003). Special series: What is special about special education? The Journal of Special Education, 37(3), 200–204.
  • Cole, B. A. (2005). Mission impossible? Special educational needs, inclusion and the reconceptualization of the role of the SENCO in England and Wales. European Journal of Special Needs Education, 20, 287-307.
  • Daniels, H. (2001). Activity theory and knowledge production. Emotional and Behavioural Difficulties, 6(2), 113–124.
  • Davis, P., & Florian, L. (2004). Teaching strategies and approaches for children with special educational needs. A scoping study [Research Report 516]. DfES.
  • DeVries, R., & Zan, B. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early education. Teachers College Press.
  • Dölek, N., & İnceoğlu, D. (2013). School psychology in Turkey. In P. A Saigh & T. Oakland (Eds.), International perspectives on psychology in the schools (s. 93-104). Routldge.
  • Farrell, P. T., & Venables, K. (2009). Can educational psychologists be inclusive? In P. Hick, R. Kershner, & P. T. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 117-127). Routledge/Falmer.
  • Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37, 813-828.
  • Florian, L., Hollenweger, J., Someonsson, R. J., Wedell, K., Riddell, S., Terzi, L., & Holland, A. (2006). Cross-cultural perspectives on the classification of children with disabilities: Issues in the classification of children with disabilities. The Journal of Special Education, 40, 36-45.
  • Florian, L. (2009). Towards inclusive pedagogy. In P. Hick, R. Kershner, & P. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 38–51). Routledge/Falmer.
  • Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom teachers. Pearson.
  • Forest, M., & Pearpoint, J. (1992) Putting all kids on the MAP. Educational Leadership, 50(2), 26–31.
  • Graham, L. (2020). Inclusive education for the 21st century: Theory, policy and practice. Routledge.
  • Greenhalgh, P. (1994) Emotional growth and learning. Routledge.
  • Goodley, D., & Lawthom, R. (2006) Disability and psychology. Palgrave MacMillan.
  • Grenier, M., & Yeaton, P. (2019). Social thinking skills and cooperative learning for students with autism. Journal of Physical Education, Recreation & Dance, 90(3), 18-21
  • Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217.
  • Jimerson, S. R., Sharkey, J. D., Nyborg, V., & Furlong, M. J. (2004). Strength-based assessment and school psychology: A summary and synthesis. The California School Psychologist, 9, 9-19.
  • Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota.
  • Johnson, K. F., Belcher, T. A. W., Zimmerman, B., & Franklin, J. (2020). Interprofessional partnerships involving school counsellors for children with special needs: a broad based systematic review using the PRISMA framework. Support for Learning, 35(1), 43-67.
  • Jordan, L., & Goodey, C. (1996) Human rights and school change: The Newham story. Centre for Studies in Inclusive Education.
  • Ireson, J., & Hallam, S. (2001). Ability grouping in education. Paul Chapman Publishing.
  • Kagan, S., Kyle, P., & Scott, S. (2004). Win win discipline. Kagan Cooperative Learning.
  • Kelchtermans, G., & Deketelaere, A. (2016). The emotional dimension in becoming a teacher. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 429–461). Springer.
  • Keogh, B. K., & MacMillan, D. L. (1996). Exceptionality. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 311- 330). Simon Shuster/Macmillan.
  • Lakkala, S., & Óskarsdóttir, E. (2021). Enhancing sustainable inclusive education. Sustainability, 13(14), 7798. 
  • Le Cornu, R., & Collins, J. (2004). Re-emphasizing the role of affect in learning and teaching. Pastoral Care, 22(4), 27–33.
  • Macklem, G. L. (2014). Preventive mental health at school: Evidence‐based services for students. Springer.
  • Mason, M., & Rieser, R. (1994). Altogether better. London Charity Projects.
  • McLaughlin, M. J., Dyson, A., Nagle, K., Thurlow, M., Rouse, M., Hardman, M., Norwich, B., Burke, P. J., & Perlin, M. (2006). Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools. The Journal of Special Education, 40, 46-58.
  • Moll, L. (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge University Press.
  • Murray, A. (2005). The fear of learning and the fear of not being able to teach in a special school for pupils with emotional, behavioral and social difficulties (ESBD). The Psychotherapist, 29, 4-5.
  • Niemann, R., & Kotzé, T. (2006). The relationship between leadership practices and organisational culture: An education management perspective. South African Journal of Education, 26(4), 609-624.
  • Nkoma, E., & Hay, J. (2018). Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe. Psychology in the Schools, 55(7), 850-866.
  • Palincsar, A. S. (2005). Social constructivist perspectives on teaching and learning. In H. Daniels (Ed.), An Introduction to Vygotsky (pp. 285–314). Routledge.
  • Piaget, J. (1952). The origins of intelligence in children. Routledge & Kegan Paul.
  • Poulou, M., & Norwich, B. (2002). Cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties: A model of decision-making. British Educational Research Journal, 28(1), 111–138.
  • Putnam, J. (2009). Cooperative learning for inclusion. In P. Hick, R. Kershner, & P. T. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 81–95). Routledge.
  • Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59-75.
  • Rakap, S., Parlak-Rakap, A., & Aydin, 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.
  • Sakız, H. (2021). Eğitimde bir kalite modeli olarak kapsayıcı eğitim. Nobel Akademi.
  • Sakız, H. (2016). Ability, examination and inclusive education: Stretching the hard lines of the educational system. Educational Process: International Journal, 5(1), 65-75.
  • Sakız, H., & Sarıçalı, M. (2019). Paradigmatic challenges in school counselling: Correlates and reflections on practice. Journal of Psychologists and Counsellors in Schools, 29(1), 69-81.
  • Sakız, H., Ekinci, A., & Sarıçam, H. (2020). Teachers’ perceptions of their school managers’ skills and their own self-efficacy levels. International Journal of Leadership in Education, 23(5), 585-603.
  • Sakız, H., Woods, C., Sart, H., Erşahn, Z., Aftab, R., Koç, N., & Sarıçam, H. (2015). The route to ‘inclusive counselling’: Counsellors’ perceptions of disability inclusion in Turkey. International Journal of Inclusive Education, 19, 250-269.
  • Siegler, R. S. (1996). Emerging minds: The process of change in children’s thinking. Oxford University Press.
  • Skrtic, T. M. (1988). The organizational context of special education. In E. Meyen & T. Skrtic (Eds.), Exceptional children and youth: An introduction (pp. 479-517). Love Publishing.
  • Slavin R. E. (2011). Cooperative learning. In: V. G. Aukrust (Ed.), Learning and cognition in education (pp. 160–168). Elsevier.
  • Slee, R. (2001). Inclusion in Practice: Does practice make perfect? Educational Review, 53(2), 113–123.
  • Stringer, P. (2018). Dynamic assessment in educational settings: Is potential ever realised?. Educational Review, 70(1), 18-30.
  • Thomas, C. (2004). Developing the social relational in the social model of disability: A theoretical agenda. In C. Barnes & G. Mercer (Eds.), Implementing the social model of disability: Theory and research (pp. 32- 48). The Disability Press.
  • Thomas, G., & Loxley, A. (2007). Deconstructing special education and constructing inclusion. Open University Press.
  • Thomas, C., & Zolkoski, S. (2020). Preventing stress among undergraduate learners: The importance of emotional intelligence, resilience, and emotion regulation. Frontiers in Education, 5(94), 1-8.
  • Turan, S., & Bektaş, F. (2013). The relationship between school culture and leadership practices. Eurasian Journal of Educational Research, 52, 155-168.
  • UNESCO. (2001). Open file on inclusive education: Support materials for managers and administrators. UNESCO Publishing.
  • UNESCO. (2015). Education for all global monitoring report: Education for all 2000-2015 achievements and challenges. UNESCO Publishing.
  • Urquhart, I. (2000). Teaching children with emotional difficulties. In D. Whitebread (Ed.), The psychology of teaching and learning in the primary school (pp. 323-347). Routledge.
  • Urquhart, I. (2009). The psychology of inclusion: the emotional dimension. In P. Hick, R. Kershner, & P. Farrell, (Eds.), Psychology for Inclusive Education: New directions in theory and practice (pp. 66-77). Routledge.
  • Vygotsky, L.S. (1962/1986). Thought and language. MIT Press.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Waldron, N. L., & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal of Educational and Psychological Consultation, 20(1), 58-74.
  • Weare, K. (2013). Promoting mental, emotional and social health: A whole school approach. Routledge.
  • Wedell, K. (2008). Confusion about inclusion: Patching or system change. British Journal of Special Education, 25, 127-135.
  • Werstch, J. V., & Kanner, B. G. (1992). A sociocultural approach to intellectual development. In R. J. Sternberg & C. A. Berg (Eds.), Intellectual development (pp. 328-350). Cambridge University Press.
  • Westwood, P. (2007). Commonsense methods for children with special educational needs. Routledge.
  • Wong, K. L. H., Kauffman, J. M., & Lloyd, J. W. (1991). Choices for integration: Selecting teachers for mainstreamed students with emotional or behavioral disorders. Intervention in Classroom and Clinic, 27, 108-115.
  • Zigler, E. (1982). MA, IQ and the developmental difference controversy. In E. Zigler & D. Balla (Eds.), Mental retardation: The developmental-difference controversy (pp. 213-217). Routledge.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Özel
Bölüm Makaleler
Yazarlar

Halis SAKIZ> (Sorumlu Yazar)
MARDİN ARTUKLU ÜNİVERSİTESİ
0000-0003-2406-1011
Türkiye

Yayımlanma Tarihi 30 Mart 2022
Yayınlandığı Sayı Yıl 2022, Cilt 4, Sayı 1

Kaynak Göster

Bibtex @derleme { trsped1052566, journal = {Turkish Journal of Special Education Research and Practice}, eissn = {2687-6213}, address = {Ondokuz Mayıs Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü A Blok Atakum/Samsun}, publisher = {Salih RAKAP}, year = {2022}, volume = {4}, number = {1}, pages = {1 - 26}, doi = {10.37233/TRSPED.2022.0120}, title = {Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar}, key = {cite}, author = {Sakız, Halis} }
APA Sakız, H. (2022). Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar . Turkish Journal of Special Education Research and Practice , 4 (1) , 1-26 . DOI: 10.37233/TRSPED.2022.0120
MLA Sakız, H. "Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar" . Turkish Journal of Special Education Research and Practice 4 (2022 ): 1-26 <https://dergipark.org.tr/tr/pub/trsped/issue/69897/1052566>
Chicago Sakız, H. "Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar". Turkish Journal of Special Education Research and Practice 4 (2022 ): 1-26
RIS TY - JOUR T1 - Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar AU - Halis Sakız Y1 - 2022 PY - 2022 N1 - doi: 10.37233/TRSPED.2022.0120 DO - 10.37233/TRSPED.2022.0120 T2 - Turkish Journal of Special Education Research and Practice JF - Journal JO - JOR SP - 1 EP - 26 VL - 4 IS - 1 SN - -2687-6213 M3 - doi: 10.37233/TRSPED.2022.0120 UR - https://doi.org/10.37233/TRSPED.2022.0120 Y2 - 2022 ER -
EndNote %0 Turkish Journal of Special Education Research and Practice Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar %A Halis Sakız %T Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar %D 2022 %J Turkish Journal of Special Education Research and Practice %P -2687-6213 %V 4 %N 1 %R doi: 10.37233/TRSPED.2022.0120 %U 10.37233/TRSPED.2022.0120
ISNAD Sakız, Halis . "Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar". Turkish Journal of Special Education Research and Practice 4 / 1 (Mart 2022): 1-26 . https://doi.org/10.37233/TRSPED.2022.0120
AMA Sakız H. Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar. TRSPED. 2022; 4(1): 1-26.
Vancouver Sakız H. Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar. Turkish Journal of Special Education Research and Practice. 2022; 4(1): 1-26.
IEEE H. Sakız , "Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar", Turkish Journal of Special Education Research and Practice, c. 4, sayı. 1, ss. 1-26, Mar. 2022, doi:10.37233/TRSPED.2022.0120