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

Year 2019, Volume: 11 Issue: 1, 31 - 42, 30.06.2019
https://doi.org/10.20489/intjecse.583541

Abstract












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.



Supporting Institution

Anadolu University

Project Number

1609E62

References

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  • 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
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  • 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
  • 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/
  • 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
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Year 2019, Volume: 11 Issue: 1, 31 - 42, 30.06.2019
https://doi.org/10.20489/intjecse.583541

Abstract

Project Number

1609E62

References

  • 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
  • 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
  • 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
  • Arkonaç, S.A. (2008). Sosyal psikolojide insanları anlamak [Understanding people in social psychology]. Ankara: Nobel.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Bogdan, R. C., & Biklen, K. S. (2007). Qualitative research for education: An introduction to theory methods (5th edition). Boston: Allyn and Bacon.
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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/
  • Denzin, N.K., & Lincoln, Y. S. (2005). The sage handbook of qualitative research (3 rd edition). Thousand Oaks: Sage Publications
  • 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
  • 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
  • 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/
  • 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
  • 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
  • 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
  • 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
  • Feldman, R.S. (1995). Social psychology. New Jersey: Prentice Hall Inc.
  • 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
  • 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.
  • 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)
  • 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
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Details

Primary Language English
Journal Section Articles
Authors

Mehmet Seckin Gezer This is me 0000-0001-5353-9841

Veysel Aksoy 0000-0003-1020-8326

Project Number 1609E62
Publication Date June 30, 2019
Published in Issue Year 2019 Volume: 11 Issue: 1

Cite

APA Gezer, M. S., & Aksoy, V. (2019). Perceptions of Turkish Preschool Teachers’ about Their Roles within the Context of Inclusive Education. International Journal of Early Childhood Special Education, 11(1), 31-42. https://doi.org/10.20489/intjecse.583541