Erken Çocukluk Eğitimi Liderleri, Özel Gereksinimli Küçük Çocukların Genel Eğitim Sınıflarına Dahil Edilmesini Nasıl Algılıyor?

Yıl 2024, Cilt: 6 Sayı: 2, 23 - 32, 06.01.2025

Serife Balikci , Uygar Bayrakdar

https://doi.org/10.37233/TRSPED.2024.0150

Öz

Erken çocukluk programlarının liderleri, kapsayıcılığı teşvik etmek ve öğretmenlerin tüm çocuklar için zenginleştirici öğrenme deneyimleri sunmasını sağlamak konusunda önemli bir rol oynamaktadır. Ancak, kapsayıcılık ile ilgili lider perspektiflerine dair sınırlı araştırma bulunmaktadır. Bu çalışma, erken çocukluk liderlerinin engelli küçük çocukların genel eğitim sınıflarına kaynaştırılması konusundaki bakış açılarını incelemiştir. Çalışmaya toplamda 168 lider (müdür ve müdür yardımcısı) katılmıştır. Bulgular, kapsayıcı eğitime yönelik orta düzeyde olumlu algılar ortaya koymuştur. Cinsiyet, yaş, idari rol ve topluluk türü, liderlerin algılarını etkileyen faktörler olarak belirlenmiştir; ancak mesleki ve kişisel deneyimler anlamlı bir ilişki göstermemiştir. Bu sonuçlar, kapsayıcılık üzerine daha fazla araştırma yapılması gerektiğini vurgulamakta ve erken çocukluk ortamlarında kapsayıcı uygulamalar için önemli çıkarımlar sunmaktadır.

Anahtar Kelimeler

Erken çocukluk eğitimi, lider, algılar, kapsayıcı eğitim, engelli çocuklar, genel eğitim

How Do Early Childhood Leaders Perceive Inclusion of Young Children with Disabilities in General Education Classrooms?

Öz

Leaders of early childhood programs play a critical role in fostering inclusion and ensuring teachers effectively implement inclusive practices to provide meaningful and enriching learning experiences for all children. However, limited research exists on perspectives about inclusion. This study examined the perceptions of early childhood leaders about the inclusion of young children with disabilities. A total of 168 leaders (directors and assistant directors) participated in the study. Findings revealed moderately favorable perceptions of inclusion. Gender, age, administrative role, and community type were found to predict leaders' perceptions, while professional and personal experience did not show significant associations. These results highlight the need for further research and have implications for inclusive practices in early childhood settings.

Anahtar Kelimeler

Early childhood education, leader, perceptions, inclusion, children with disabilities, general education.

Kaynakça

• Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the opinions relative to mainstreaming scale. Exceptional Children, 62(2), 139-149. https://doi.org/10.1177/001440299506200204
• Avissar, G., Reiter, S., & Leyser, Y. (2003). Principals' views and practices regarding inclusion: the case of Israeli elementary school principals. European Journal of Special Needs Education, 18(3), 355-369. https://doi.org/10.1080/0885625032000120233
• Barnett, C. & Monda-Amaya, L. E. (1998). Principals' knowledge of and attitudes toward inclusion. Remedial and Special Education, 19(3), 181-192.
• Braunsteiner, M. L. & Mariano-Lapidus, S. (2021). Using the Index for Inclusion to measure attitudes and perceptions of inclusion in teacher and school building leader candidates in the USA and Austria. International Journal of Inclusive Education, 25(13), 1443-1462. https://doi.org/10.1080/13603116.2017.1396503
• D’agostino, S. R. & Douglas, S. N. (2021). Early childhood educators’ perceptions of inclusion for children with autism spectrum disorder. Early Childhood Education Journal, 49, 725-737. https://doi.org/10.1007/s10643-020-01108-7 Diken, I. H., Rakap, S., Diken, O., Tomris, G. & Celik, S. (2016). Early childhood inclusion in Turkey. Infants & Young Children, 29(3), 231-238. https://doi.org/10.1097/IYC.0000000000000065
• Division For Early Childhood/National Association for the Education for Young Children. (2009). Early childhood inclusion: A joint position statement of the division for early childhood (DEC) and the National Association for the Education of Young Children (NAEYC). University of North Carolina, FPG Child Development Institute.
• Hampton, N. Z., & Zhu, Y. (2011). Gender, culture, and attitudes toward people with psychiatric disabilities. Journal of Applied Rehabilitation Counseling, 42(3), 12. https://doi.org/10.1891/0047-2220.42.3.12
• Hess, I. & Zamir, S. (2016). Principals' and Teachers' Attitudes towards Inclusion in Israel. Journal of the American Academy of Special Education Professionals, 140 - 153.
• Horrocks, J. L., White, G. & Roberts, L. (2008). Principals’ attitudes regarding inclusion of children with autism in Pennsylvania public schools. Journal of Autism and Developmental Disorders, 38, 1462-1473. https://doi.org/10.1007/s10803-007-0522-x
• Lawrence, S., Smith, S. & Banerjee, R. (2016). Preschool inclusion: key findings from research and implications for policy. Child Care and Early Education Research Connections. National Center for Children in Poverty.
• Lindner, K. T., Schwab, S., Emara, M. & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 1-22. https://doi.org/10.1080/08856257.2023.2172894
• Nguluma, F. H., Bayrakci, M. & Titrek, O. (2017). School administrators’ attitudes toward the inclusion of children with disabilities in general education classrooms. International Journal of Lifelong Education and Leadership, 3(2), 1-12.
• Praisner, C. L. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, 69(2), 135-145.
• Purcell, M. L., Horn, E. & Palmer, S. (2007). A qualitative study of the initiation and continuation of preschool inclusion pro¬grams. Exceptional Children, 74(1), 85–99. https://doi.org/10.1177/001440290707400105 Rakap, S. (2024). Pathways to inclusion: Exploring early childhood school administrators’ attitudes towards including children with disabilities in Türkiye. European Journal of Special Needs Education, 39(3), 431-445. https://doi.org/10.1080/08856257.2023.2227529
• Rakap, S., & Balikci, S. (2023). Training preservice teachers to use evidence-based practices: Effects of coaching with performance feedback on teacher and child outcomes. Learning and Instruction, 86, 101755. https://doi.org/10.1016/j.learninstruc.2023.101755
• Rakap, S., Cig, O., & Parlak‐Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: Impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs, 17(2), 98-109. https://doi.org/10.1111/1471-3802.12116
• Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal Of Special Needs Education, 25(1), 59-75. https://doi.org/10.1080/08856250903450848
• Scior, K., Kan, K. Y., McLoughlin, A., & Sheridan, J. (2010). Public attitudes toward people with intellectual disabilities: A cross-cultural study. Intellectual and Developmental Disabilities, 48(4), 278-289. https://doi.org/10.1352/1934-9556-48.4.278
• Urton, K., Wilbert, J., & Hennemann, T. (2014). Attitudes towards inclusion and self-efficacy of principals and teachers. Learning Disabilities: A Contemporary Journal, 12(2), 151-168.
• Steed, E. A., Strain, P. S., Rausch, A., Hodges, A. & Bold, E. (2023). Early Childhood Administrator Perspectives About Preschool Inclusion: A Qualitative Interview Study. Early Childhood Education Journal, 1-10. https://doi.org/10.1007/s10643-023-01448-0
• Weglarz-Ward, J. M., Santos, R. M. & Timmer, J. (2019). Factors that support and hinder including infants with disabilities in child care. Early Childhood Education Journal, 47(2), 163–173. https://doi.org/10.1007/s10643-018-0900-3
• Wigle, S. E., & Wilcox, D. J. (1997). Teacher and administrator attitudes toward full inclusion in rural mid-America. Rural Special Education Quarterly, 16(1), 3-7. https://doi.org/10.1177/87568705970160010
• Wood, P., Evans, D. & Spandagou, I. (2014). Attitudes of principals towards students with disruptive behaviour: An Australian perspective. Australasian Journal of Special Education, 38(1), 14-33. https://doi.org/10.1017/jse.2014.5