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Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum ve Kaygılarını Yordayıcılığı

Year 2023, Volume: 24 Issue: 1, 489 - 507, 13.05.2023
https://doi.org/10.17679/inuefd.1242586

Abstract

Bu çalışma kaynaştırma ortamlarındaki özel gereksinimli çocuklarla çalışan beden eğitimi (BE) ve spor öğretmenlerinin kaynaştırma uygulama yeterliklerinin kaynaştırmaya yönelik duygu, tutum ve kaygılarını yordayıp yordamadığı ve yorduyorsa ne düzeyde yordadığı problemine yanıt bulmak amacıyla gerçekleştirilmiştir. Çalışmanın katılımcılarını İstanbul ilinde görev yapan 183 BE ve spor öğretmeni oluşturmaktadır. Çalışmanın temel değişkenlerinden kaynaştırma yeterliklerini belirlemek amacıyla Kaynaştırma Öğretmen Yeterlik Ölçeği kullanılmıştır. Araştırmanın bir diğer temel değişkeni olan duygu tutum ve kaygı düzeylerinin belirlenmesinde ise Kaynaştırma Eğitimi ile İlgili Duygular, Tutumlar ve Kaygılar Ölçeği kullanılmıştır. Katılımcılardan elde edilen verilerin analizinde çoklu regresyon yöntemi kullanılmıştır. Gerçekleştirilen analizlerden elde edilen bulgulara göre kaynaştırma eğitim yeterlikleri (öğretim, işbirliği ve sınıf yönetimi) ile kaynaştırmaya yönelik duygu boyutu arasında .28 ile .40 arasında değişen pozitif yönlü orta düzey manidar ilişkiler, yeterlikler ile kaygı boyutu arasında .41 ile .49 arasında negatif yönlü orta düzey mandiar ilişkiler ve tutum boyutuyla işbirliği yeterliği arasında .28 pozitif yönlü orta düzey manidar ilişki olduğu gözlenmiştir. Çalışmanın temel amacına yönelik bulgulara bakıldığında kaynaştırma uygulama yeterliklerinin kaynaştırmaya yönelik hem duygu (F (3,96) = 6.423, p < 0.5) hem tutum (F (3,96) = 3.070, p < 0.5) hem de kaygıyı (F(3,96) = 12.78, p < .05) manidar bir şekilde yordadığı belirlenmiştir. BE ve spor öğretmenlerinin kaynaştırma uygulama yeterliklerinin düşük düzeyde olması kaynaştırmaya yönelik duygu tutum ve kaygılarını olumsuz yönde etkilemektedir. Yeterliklerin yüksek olması ise bu durumun tam aksine işaret etmektedir. Öğretmenlerin kaynaştırmaya ilişkin uygulama yeterliklerinin desteklenmesi, kaynaştırmaya yönelik duygu, tutum ve kaygılarının olumlu yönde değişimine katkı sağlayacaktır. Araştırma bulgularından hareketle özellikle öğretmenlerin işbirliği yeterliklerinin desteklenmesi duygu, tutum ve kaygıların olumluya çevrilmesinde önemli bir aşama kaydedilmesinde oldukça kullanışlı olabilir.

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References

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  • Aiello, P., Sharma, U., Di Gennaro, D., Dimitrov, D., Pace, E. M., Zollo, I., & Sibilio, M. (2019). A study on Italian teachers' sentiments, attitudes and concerns towards inclusive education. Formazione, Lavoro, Persona, 7(20), 10-24.
  • Allen, K. E., & Cowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education (9th ed.). Nelson Education.
  • André, A., Deneuve, P., & Louvet, B. (2011). Cooperative learning in physical education and acceptance of students with learning disabilities. Journal of Applied Sport Psychology, 23(4), 474-485.
  • Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1), 1-27.
  • Başkonuş, T., & Çiriş, V. (2021). Describing the competence perception levels of physical education and sports teachers in integrative practices: Kirşehir province example. International Education Studies, 14(2), 21-32.
  • Brittain, I. (2004). The role of schools in constructing self‐perceptions of sport and physical education in relation to people with disabilities. Sport, Education and Society, 9(1), 75-94.
  • Butler, S., & Shevlin, M. (2001). Creating an inclusive school: The influence of teacher attitudes. Irish Educational Studies, 20(1), 125-138.
  • Casebolt, K. M., & Hodge, S. R. (2010). High school physical education teachers' beliefs about teaching students with mild to severe disabilities. Physical Educator, 67(3), 140.
  • Costello, S., & Boyle, C. (2013). Pre-service secondary teachers’ attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 8.
  • Doğaroğlu, T., & Dümenci, S. B. (2015). Sınıflarında kaynaştırma öğrencisi bulunan okul öncesi öğretmenlerin kaynaştırma eğitimi ve erken müdahale hakkındaki görüşlerinin incelenmesi. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi. 1(2), 460-473.
  • Doulkeridou, A., Evaggelinou, C., Mouratidou, K., Koidou, E., Panagiotou, A., & Kudlacek, M. (2011). Attitudes of Greek physical education teachers towards inclusion of students with disabilities in physical education classes. International Journal of Special Education, 26(1), 1-11.
  • Fitzgerald, H., & Stride, A. (2012). Stories about physical education from young people with disabilities. International Journal of Disability, Development and Education, 59(3), 283-293.
  • Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge journal of Education, 40(4), 369-386.
  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594-601.
  • Forlin, C., Douglas, G., & Hattie, J. (1996). Inclusive practices: How accepting are teachers?. International Journal of Disability, Development and Education, 43(2), 119-133.
  • Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 50-65.
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  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate data analysis. Pearson Education Limited.
  • Hand, K. E. (2016). Creating a bully-free environment in physical education. Journal of Physical Education, Recreation & Dance, 87(7), 55-57.
  • Hersman, B. L., & Hodge, S. R. (2010). High school physical educators’ beliefs about teaching differently abled students in an urban public school district. Education and Urban Society, 42(6), 730-757.
  • Hodge, S., Ammah, J. O., Casebolt, K. M., LaMaster, K., Hersman, B., Samalot‐Rivera, A., & Sato, T. (2009). A diversity of voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities. International Journal of Disability, Development and Education, 56(4), 401-419.
  • Hofman, R. H., & Kilimo, J. S. (2014). Teachers’ attitudes and self-efficacy towards inclusion of pupils with disabilities in Tanzanian schools. Journal of Education and Training, 1(2), 177-198.
  • Hutzler, Y. (2003). Attitudes toward the participation of individuals with disabilities in physical activity: A review. Quest, 55(4), 347-373.
  • Jerlinder, K., Danermark, B., & Gill, P. (2010). Swedish primary‐school teachers’ attitudes to inclusion–the case of PE and pupils with physical disabilities. European Journal of Special Needs Education, 25(1), 45-57.
  • Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
  • Kis, A. (2016). Adaptation of the sentiments, attitudes, and concerns about inclusive education revised (sacie-r) scale on a Turkish population. Academic Research International, 7(1), 123-134.
  • Kosko, K. W., & Wilkins, J. L. (2009). General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs. Professional Educator, 33(2), 1-10.
  • Kupersmidt, J. B., & DeRosier, M. E. (2004). How peer problems lead to negative outcomes: An integrative mediational model. In J. B. Kupersmidt & K. A. Dodge (Eds.), Decade of behavior. Children's peer relations: From development to intervention (p. 119–138). American Psychological Association.
  • Lieberman, L. J. (2007). Paraeducators in physical education: A training guide to roles and responsibilities. Human Kinetics.
  • Lieberman, L. J., James, A. R., & Ludwa, N. (2004). The impact of inclusion in general physical education for all students. Journal of Physical Education, Recreation & Dance, 75(5), 37-41.
  • Loreman, T. (2007). Seven Pillars of Support for Inclusive Education: Moving from. International Journal of Whole Schooling, 3(2), 22-38.
  • Merz-Atalik, K., & Beuse, K. (2016). Sentiments, concerns and attitudes towards inclusive education–A comparison between teacher education students at the University of North Carolina (Charlotte, USA) and the University of Education (Ludwigsburg, Germany). Zeitschrift für Inklusion.
  • Montgomery, A. (2013). Teachers' self-efficacy, sentiments, attitudes, and concerns about inclusion of students with developmental disabilities. Doctoral dissertation, University of British Columbia.
  • Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive physical education: Teachers’ views of including pupils with special educational needs and/or disabilities in physical education. European Physical Education Review, 11(1), 84-107.
  • Obrusnikova, I. (2008). Physical educators' beliefs about teaching children with disabilities. Perceptual and Motor skills, 106(2), 637-644.
  • Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33(4), 344-356.
  • Parasuram, K. (2006). Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India. Disability & Society, 21(3), 231-242.
  • Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59-75.
  • Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the" responsive classroom" approach. The Elementary School Journal, 104(4), 321-341.
  • Rizzo, T. L. (1984). Attitudes of physical educators toward teaching handicapped pupils. Adapted Physical Activity Quarterly, 1(4), 267-274.
  • Rizzo, T. L., & Wright, R. G. (1988). Physical educators' attitudes toward teaching students with handicaps. Mental Retardation, 26(5), 307–309.
  • Sağın, A. E., & Akbuğa, T. Lisanslı spor yapan öğrencilerle yapmayan öğrencilerin bazı değişkenler açısından sosyal-duygusal ve ahlaki gelişim düzeyleri. Journal of Global Sport and Education Research, 2(1), 35-44.
  • Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices. Prentice Hall.
  • Sato, T., Hodge, S. R., Murata, N. M., & Maeda, J. K. (2007). Japanese physical education teachers’ beliefs about teaching students with disabilities. Sport, Education and Society, 12(2), 211-230.
  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68.
  • Seymour, H., Reid, G., & Bloom, G. A. (2009). Friendship in inclusive physical education. Adapted Physical Activity Quarterly, 26(3), 201-219.
  • Sharma, U., & Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of Teacher Education, 44(2), 142-155.
  • Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring Teacher Efficacy to Implement Inclusive Practices. Journal of Research in Special Educational Needs, 12(1), 12-21.
  • Simpson, K., & Mandich, A. (2012). Creating inclusive physical education opportunities in elementary physical education. Physical & Health Education Journal, 77(4), 18.
  • Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41(3), 323.
  • Smith, R., & Leonard, P. (2005). Collaboration for inclusion: Practitioner perspectives. Equity & Excellence in Education, 38(4), 269-279.
  • Strain, P. S., McGee, G. G., & Kohler, F.W. (2001). Inclusion of children with autism in early intervention settings: An examination of rationale, myths, and procedures. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 337–364). Baltimore: Brookes.
  • Sucuoğlu, N. B., Bakkaloğlu, H., & Demir, E. (2020). The effects of inclusive preschools on the development of children with disabilities: A longitudinal study. International Journal of Early Childhood Special Education, 12(1), 215-231.
  • Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2013). Using multivariate statistics (Vol. 6). Pearson.
  • Tanrıverdi, A., & Özokcu, O. (2018). The psychometric properties of the Turkish version of the teacher efficacy for Inclusive practices (TEIP) scale. Educational Research and Reviews, 13(18), 654-663.
  • Uğraş, (2019). Beden eğitimi öğretmenlerinin özel gereksinimli öğrenciler hakkındaki düşünceleri. S. Düz, K. Kurak, O. Kızar (Ed.), Spor Bilimleri Alanında Yeni Ufuklar içinde(367-382. ss.). Ankara; Gece Akademi.
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Year 2023, Volume: 24 Issue: 1, 489 - 507, 13.05.2023
https://doi.org/10.17679/inuefd.1242586

Abstract

Project Number

Yok

References

  • Ahsan, M. T., Sharma, U., & Deppeler, J. M. (2012). Exploring pre-service teachers' perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.
  • Aiello, P., Sharma, U., Di Gennaro, D., Dimitrov, D., Pace, E. M., Zollo, I., & Sibilio, M. (2019). A study on Italian teachers' sentiments, attitudes and concerns towards inclusive education. Formazione, Lavoro, Persona, 7(20), 10-24.
  • Allen, K. E., & Cowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education (9th ed.). Nelson Education.
  • André, A., Deneuve, P., & Louvet, B. (2011). Cooperative learning in physical education and acceptance of students with learning disabilities. Journal of Applied Sport Psychology, 23(4), 474-485.
  • Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1), 1-27.
  • Başkonuş, T., & Çiriş, V. (2021). Describing the competence perception levels of physical education and sports teachers in integrative practices: Kirşehir province example. International Education Studies, 14(2), 21-32.
  • Brittain, I. (2004). The role of schools in constructing self‐perceptions of sport and physical education in relation to people with disabilities. Sport, Education and Society, 9(1), 75-94.
  • Butler, S., & Shevlin, M. (2001). Creating an inclusive school: The influence of teacher attitudes. Irish Educational Studies, 20(1), 125-138.
  • Casebolt, K. M., & Hodge, S. R. (2010). High school physical education teachers' beliefs about teaching students with mild to severe disabilities. Physical Educator, 67(3), 140.
  • Costello, S., & Boyle, C. (2013). Pre-service secondary teachers’ attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 8.
  • Doğaroğlu, T., & Dümenci, S. B. (2015). Sınıflarında kaynaştırma öğrencisi bulunan okul öncesi öğretmenlerin kaynaştırma eğitimi ve erken müdahale hakkındaki görüşlerinin incelenmesi. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi. 1(2), 460-473.
  • Doulkeridou, A., Evaggelinou, C., Mouratidou, K., Koidou, E., Panagiotou, A., & Kudlacek, M. (2011). Attitudes of Greek physical education teachers towards inclusion of students with disabilities in physical education classes. International Journal of Special Education, 26(1), 1-11.
  • Fitzgerald, H., & Stride, A. (2012). Stories about physical education from young people with disabilities. International Journal of Disability, Development and Education, 59(3), 283-293.
  • Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge journal of Education, 40(4), 369-386.
  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594-601.
  • Forlin, C., Douglas, G., & Hattie, J. (1996). Inclusive practices: How accepting are teachers?. International Journal of Disability, Development and Education, 43(2), 119-133.
  • Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 50-65.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Futernick, K. (2007). A possible dream: Retaining California teachers so all students learn (Vol. 2, No. 10). Sacramento: California State University.
  • Golmic, B. A., & Hansen, M. A. (2012). Attitudes, sentiments, and concerns of pre-service teachers after their included experience. International Journal of Special Education, 27(1), 27-36.
  • Guralnick, M. J. (1999). Family and child influences on the peer‐related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5(1), 21-29. Haegele, J. A., & Sutherland, S. (2015). Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255-273.
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate data analysis. Pearson Education Limited.
  • Hand, K. E. (2016). Creating a bully-free environment in physical education. Journal of Physical Education, Recreation & Dance, 87(7), 55-57.
  • Hersman, B. L., & Hodge, S. R. (2010). High school physical educators’ beliefs about teaching differently abled students in an urban public school district. Education and Urban Society, 42(6), 730-757.
  • Hodge, S., Ammah, J. O., Casebolt, K. M., LaMaster, K., Hersman, B., Samalot‐Rivera, A., & Sato, T. (2009). A diversity of voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities. International Journal of Disability, Development and Education, 56(4), 401-419.
  • Hofman, R. H., & Kilimo, J. S. (2014). Teachers’ attitudes and self-efficacy towards inclusion of pupils with disabilities in Tanzanian schools. Journal of Education and Training, 1(2), 177-198.
  • Hutzler, Y. (2003). Attitudes toward the participation of individuals with disabilities in physical activity: A review. Quest, 55(4), 347-373.
  • Jerlinder, K., Danermark, B., & Gill, P. (2010). Swedish primary‐school teachers’ attitudes to inclusion–the case of PE and pupils with physical disabilities. European Journal of Special Needs Education, 25(1), 45-57.
  • Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
  • Kis, A. (2016). Adaptation of the sentiments, attitudes, and concerns about inclusive education revised (sacie-r) scale on a Turkish population. Academic Research International, 7(1), 123-134.
  • Kosko, K. W., & Wilkins, J. L. (2009). General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs. Professional Educator, 33(2), 1-10.
  • Kupersmidt, J. B., & DeRosier, M. E. (2004). How peer problems lead to negative outcomes: An integrative mediational model. In J. B. Kupersmidt & K. A. Dodge (Eds.), Decade of behavior. Children's peer relations: From development to intervention (p. 119–138). American Psychological Association.
  • Lieberman, L. J. (2007). Paraeducators in physical education: A training guide to roles and responsibilities. Human Kinetics.
  • Lieberman, L. J., James, A. R., & Ludwa, N. (2004). The impact of inclusion in general physical education for all students. Journal of Physical Education, Recreation & Dance, 75(5), 37-41.
  • Loreman, T. (2007). Seven Pillars of Support for Inclusive Education: Moving from. International Journal of Whole Schooling, 3(2), 22-38.
  • Merz-Atalik, K., & Beuse, K. (2016). Sentiments, concerns and attitudes towards inclusive education–A comparison between teacher education students at the University of North Carolina (Charlotte, USA) and the University of Education (Ludwigsburg, Germany). Zeitschrift für Inklusion.
  • Montgomery, A. (2013). Teachers' self-efficacy, sentiments, attitudes, and concerns about inclusion of students with developmental disabilities. Doctoral dissertation, University of British Columbia.
  • Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive physical education: Teachers’ views of including pupils with special educational needs and/or disabilities in physical education. European Physical Education Review, 11(1), 84-107.
  • Obrusnikova, I. (2008). Physical educators' beliefs about teaching children with disabilities. Perceptual and Motor skills, 106(2), 637-644.
  • Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33(4), 344-356.
  • Parasuram, K. (2006). Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India. Disability & Society, 21(3), 231-242.
  • Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59-75.
  • Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the" responsive classroom" approach. The Elementary School Journal, 104(4), 321-341.
  • Rizzo, T. L. (1984). Attitudes of physical educators toward teaching handicapped pupils. Adapted Physical Activity Quarterly, 1(4), 267-274.
  • Rizzo, T. L., & Wright, R. G. (1988). Physical educators' attitudes toward teaching students with handicaps. Mental Retardation, 26(5), 307–309.
  • Sağın, A. E., & Akbuğa, T. Lisanslı spor yapan öğrencilerle yapmayan öğrencilerin bazı değişkenler açısından sosyal-duygusal ve ahlaki gelişim düzeyleri. Journal of Global Sport and Education Research, 2(1), 35-44.
  • Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices. Prentice Hall.
  • Sato, T., Hodge, S. R., Murata, N. M., & Maeda, J. K. (2007). Japanese physical education teachers’ beliefs about teaching students with disabilities. Sport, Education and Society, 12(2), 211-230.
  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68.
  • Seymour, H., Reid, G., & Bloom, G. A. (2009). Friendship in inclusive physical education. Adapted Physical Activity Quarterly, 26(3), 201-219.
  • Sharma, U., & Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of Teacher Education, 44(2), 142-155.
  • Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring Teacher Efficacy to Implement Inclusive Practices. Journal of Research in Special Educational Needs, 12(1), 12-21.
  • Simpson, K., & Mandich, A. (2012). Creating inclusive physical education opportunities in elementary physical education. Physical & Health Education Journal, 77(4), 18.
  • Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41(3), 323.
  • Smith, R., & Leonard, P. (2005). Collaboration for inclusion: Practitioner perspectives. Equity & Excellence in Education, 38(4), 269-279.
  • Strain, P. S., McGee, G. G., & Kohler, F.W. (2001). Inclusion of children with autism in early intervention settings: An examination of rationale, myths, and procedures. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 337–364). Baltimore: Brookes.
  • Sucuoğlu, N. B., Bakkaloğlu, H., & Demir, E. (2020). The effects of inclusive preschools on the development of children with disabilities: A longitudinal study. International Journal of Early Childhood Special Education, 12(1), 215-231.
  • Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2013). Using multivariate statistics (Vol. 6). Pearson.
  • Tanrıverdi, A., & Özokcu, O. (2018). The psychometric properties of the Turkish version of the teacher efficacy for Inclusive practices (TEIP) scale. Educational Research and Reviews, 13(18), 654-663.
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Details

Primary Language Turkish
Journal Section Articles
Authors

Ahmet Enes Sağın 0000-0002-4243-8276

Cebrail Karadaş 0000-0002-1889-4853

Project Number Yok
Publication Date May 13, 2023
Published in Issue Year 2023 Volume: 24 Issue: 1

Cite

APA Sağın, A. E., & Karadaş, C. (2023). Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum ve Kaygılarını Yordayıcılığı. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 489-507. https://doi.org/10.17679/inuefd.1242586
AMA Sağın AE, Karadaş C. Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum ve Kaygılarını Yordayıcılığı. INUJFE. May 2023;24(1):489-507. doi:10.17679/inuefd.1242586
Chicago Sağın, Ahmet Enes, and Cebrail Karadaş. “Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum Ve Kaygılarını Yordayıcılığı”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, no. 1 (May 2023): 489-507. https://doi.org/10.17679/inuefd.1242586.
EndNote Sağın AE, Karadaş C (May 1, 2023) Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum ve Kaygılarını Yordayıcılığı. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 1 489–507.
IEEE A. E. Sağın and C. Karadaş, “Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum ve Kaygılarını Yordayıcılığı”, INUJFE, vol. 24, no. 1, pp. 489–507, 2023, doi: 10.17679/inuefd.1242586.
ISNAD Sağın, Ahmet Enes - Karadaş, Cebrail. “Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum Ve Kaygılarını Yordayıcılığı”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/1 (May 2023), 489-507. https://doi.org/10.17679/inuefd.1242586.
JAMA Sağın AE, Karadaş C. Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum ve Kaygılarını Yordayıcılığı. INUJFE. 2023;24:489–507.
MLA Sağın, Ahmet Enes and Cebrail Karadaş. “Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum Ve Kaygılarını Yordayıcılığı”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 24, no. 1, 2023, pp. 489-07, doi:10.17679/inuefd.1242586.
Vancouver Sağın AE, Karadaş C. Beden Eğitimi Öğretmenlerinin Kaynaştırma Uygulamalarına İlişkin Yeterliklerinin Kaynaştırmaya Yönelik Duygu, Tutum ve Kaygılarını Yordayıcılığı. INUJFE. 2023;24(1):489-507.

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