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Examining the Social Acceptance Levels of Teachers towards Individuals with Special Needs

Yıl 2023, Cilt: 24 Sayı: 4, 455 - 483, 01.12.2023

Osman Aktan

https://doi.org/10.21565/ozelegitimdergisi.1123503

Öz

Introduction: The positive approach of the teacher towards individuals with special needs, his participation in the educational processes with his peers, and the teacher's attitudes and behaviors such as supporting both the academic and social development of the individual with special needs affect the social acceptance of the individual with special needs positively.
Method: This study, investigating the social acceptance levels of teachers towards the individuals with special needs in terms of various variables, was a descriptive study and designed as a screening model. The data of the study were obtained from 1433 teachers working in different education levels (preschool, primary school, secondary school and high school) in the central district of Düzce province and determined by the easily accessible case sampling method.
Findings: According to the research findings, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference in terms of gender, whether there were individuals with special needs in the family and close environment, whether there were individuals with special needs in the teachers' classrooms, and the belief that inclusive practices were an effective model. In addition, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference according to the disability type of individuals with special needs, their participation in professional development activities for inclusion practices, their education level and professional seniority variables.
Discussion: In the study, it was determined that teachers' beliefs about inclusion practices, their professional development and professional seniority were effective on their social acceptance of individuals with special needs. It was determined that teachers with special needs in their class had lower social acceptance scores. Based on these findings, it is recommended to organize in-service training activities and to benefit from the mentorship of experienced teachers in order to improve the professional competence of teachers for inclusion practices. In addition, it is recommended to conduct qualitative research in order to obtain in-depth information about the variables that show a significant difference in terms of teachers' social acceptance levels for individuals with special needs.

Anahtar Kelimeler

Inclusion pratices individuals with special needs social acceptance teacher screening model

Kaynakça

  • Ainscow, M., & César, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda. European Journal of Psychology of Education, 21 (3), 231-238.
  • Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14 (4), 401–16.https://doi.org/10.1080/13603110802504903.
  • Aktan, O. (2018). Kaynaştırma eğitiminde takım destekli bireyselleştirme tekniğinin öğrencilerin ders başarısı derse karşı tutum ve sosyal kabul düzeylerine etkisi. Yayınlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara
  • Aktan, O. (2020). Determination of educational needs of teachers regarding the education of inclusive students with learning disability. International Journal of Contemporary Educational Research, 7(1), 149-164. Doi: https://doi.org/10.33200/ijcer.638362
  • Aktan, O. (2021). Özel gereksinimli bireylere yönelik öğretmen sosyal kabul ölçeği’nin geliştirilmesi, geçerlik ve güvenirlik çalışması. Trakya Eğitim Dergisi, 11(1), 315-332. https://doi.org/10.24315/tred.712982
  • Alghazo, E. M., & Naggar Gaad, E. E. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), 94–99.
  • Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th ed.). Stamford, CT: Cencage Learning.
  • Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive education: Policy, contexts and comparative perspectives. Routledge.
  • Ashman, A. (2014). Education for inclusion and diversity. Pearson Australia.
  • Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: a review of the literature. European journal of special needs education, 17(2), 129-147. https://doi.org/10.1080/08856250210129056
  • Avramidis, E. (2013). Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education, 28 (4), 421-442. https://doi.org/10.1080/02671522.2012.673006.
  • Aydoğan, C. (2017). Social acceptance of individuals in different life stages regarding individuals with intellectual disabilities (Master's thesis). Accessed from https://tez.yok.gov.tr.
  • Bhatnagar, N., & Das, A. (2014). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs, 14(4), 255-263. https://doi.org/10.1111/1471-3802.12016
  • Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39 (1), 146-170. https://doi.org/10.3102/0162373716670260.
  • Bossaert, G., De Boer, A. A., Frostad, P., Pijl, S. J. & Petry, K. (2015). Social participation of students with special educational needs in different educational systems. Irish Educational Studies 34 (1), 43–54. https://doi.org/10.1080/03323315.2015.1010703
  • Bukvić, Z. (2014). Teachers’ competency for inclusive education. European Journal of Social and Behavioural Sciences, 11(4), 1585–1590. https://doi.org/10.15405/ejsbs.141.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: PegemA.
  • Cassady, J. M. (2011). Teachers' attitudes towards the ınclusion of students with autism and emotional behavioral disorder. Electuronic Journal of Inclusive Education, 2 (7), 1-23.
  • Civelek, A. H. (1990). Eğitilebilir zihinsel özürlü çocukların sosyal kabul görmelerinde normal çocukların bilgilendirilmelerinin ve iki grubun resim-iş ile beden eğitimi derslerinde bütünleştirilmelerinin etkileri. (Yayınlanmamış Doktora Tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
  • Costello, S., & Boyle, C. (2013). Pre-service secondary teachers’ attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129–143. https://doi.org/10.14221/ajte.2013v38n4.8.
  • Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine ourfuture. New York: Teachers College Press.
  • Darling Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo, Alto, CA: Learning Policy Institute.
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International journal of inclusive education, 15(3), 331-353. https://doi.org/10.1080/13603110903030089.
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of disability, development and education, 59(4), 379-392. https://doi.org/10.1080/1034912X.2012.723944.
  • Demirbilek, M., & Levent, F. (2020). Kaynaştırma sınıflarında özel eğitim alan öğrencilere yönelik öğretmen davranışlarına ilişkin rehberlik öğretmenlerinin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(3), 479-511.
  • Duncan, J., Punch, R., & Croce, N. (2021). Supporting primary and secondary teachers to deliver ınclusive education. Australian Journal of Teacher Education, 46(4), 92-107. http://dx.doi.org/10.14221/ajte.2021v46n4.6
  • Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia-Social and Behavioral Sciences, 29, 976-985. https://doi.org/10.1016/j.sbspro.2011.11.331.
  • Engin, A. O., Tösten, R., Kaya, M., & Köselioğlu, Y. S. (2014). İlköğretim öğretmenlerinin kaynaştırma uygulamasıyla ilgili tutum ve görüşlerinin değerlendirilmesi (Kars ili örneği). Kafkas Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 27-44. https://doi.org/10.9775/kausbed.2014.003.
  • Ernst, C., &. Rogers, M. R. (2009). Development of the inclusion attitude scale for high school teachers. Journal of Applied School Psychology, 25(3), 305-322. https://doi.org/10.1080/15377900802487235.
  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25 (4), 594-601. https://doi.org/10.1016/j.tate.2009.02.003
  • Forlin, C., Douglas, G., & Hattie, J. (1996). Inclusive practices: How accepting are teachers?. International Journal of Disability, Development and Education, 43(2), 119-133. https://doi.org/10.1080/0156655960430203
  • Garrote, A. (2017). The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5 (1), 1-15. https://doi.org/10.14786/flr.v5i1.266.
  • Goldhaber, D., & Koretz, D. (2018). Needs Improvement A gloomy perspective on high-stakes testing: the testing charade: pretending to make schools better. Education Next, 18(2), 79-81.
  • Hunter-Johnson, Y., Newton, N. G., & Cambridge-Johnson, J. (2014). What does teachers' perception have to do with ınclusive education: A Bahamian context. International journal of special education, 29(1), 143-157.
  • Jonassen, D. H., & Grabowski, B.L.(2012). “Handbook of individual differences, learning, and instruction. Routledge.
  • Kayhan, N., Şengül, A., & Akmeşe, P. P. (2012). İlköğretim birinci ve ikinci kademe öğretmen adaylarının kaynaştırmaya ilişkin görüşlerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 1(3), 261-271.
  • Krull, J., Wilbert, J., & Hennemann, T. (2014). The social and emotional situation of first graders with classroom behavior problems and classroom learning difficulties in inclusive classes. Learning Disabilities: A Contemporary Journal, 12(2), 169-190.
  • Lindsay, S., & McPherson, A. C. (2012). Strategies for ımproving disability awareness and social inclusion of children and young people with cerebral palsy. Child: Care, Health and Development, 38 (6), 809–816. https://doi.org/10.1111/j.1365-2214.2011.01308.x
  • Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education: A practical guide to supporting diversity in the classroom. Psychology Press.
  • McGrath, K. F., & Bergen, P. V. (2015). Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes. Educational Research Review, 14, 1-17. https://doi.org/10.1016/j.edurev.2014.12.001.
  • Mngo, Z. Y., & Mngo, A. Y. (2018). Teachers’ perceptions of inclusion in a pilot inclusive education program: Implications for instructional leadership.” Education Research International, 2018, 1-13. https://doi.org/10.1155/2018/3524879
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Öğretmenlerin Özel Gereksinimli Bireylere Yönelik Sosyal Kabul Düzeylerinin İncelenmesi

Yıl 2023, Cilt: 24 Sayı: 4, 455 - 483, 01.12.2023

Osman Aktan

https://doi.org/10.21565/ozelegitimdergisi.1123503

Öz

Giriş: Öğretmenin özel geresinimli bireylere yönelik olumlu yaklaşımı, akranlarıyla birlikte eğitim süreçlerine katılımını sağlaması, özel gereksinimli bireyin hem akademik hem de sosyal gelişimini destekleyici gibi öğretmen tutum ve davranışları olması özel gereksinimli bireyin sosyal kabulünü olumlu yönde etkilemektedir.
Yöntem: Öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul düzeylerinin çeşitli değişkenler açısından incelendiği bu araştırma, tarama modelinde tasarlanmış betimsel bir çalışmadır. Araştırmanın verileri Düzce ili merkez ilçesinde farklı eğitim kademelerinde (okulöncesi, ilkokul, ortaokul ve lise) görev yapan, kolay ulaşılabilir durum örnekleme yöntemi yoluyla belirlenen 1433 öğretmenden elde edilmiştir.
Bulgular: Araştırma bulgularına göre öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul düzeyleri arasında; cinsiyete, aile ve yakın çevresinde özel gereksinimli birey bulunup bulunmamasına, öğretmenlerin sınıflarında özel gereksinimli birey olup olmamasına ve kaynaştırma uygulamalarının etkili bir model olduğuna yönelik inanç değişkenlerine göre anlamlı bir farklılık olduğu belirlenmiştir. Ayrıca öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul düzeyleri arasında; özel gereksinimli bireylerin yetersizlik türüne, kaynaştırma uygulamalarına yönelik mesleki gelişim faaliyetlerine katılma durumlarına, eğitim düzeylerine ve mesleki kıdem değişkenlerine göre de anlamlı bir farklılık olduğu belirlenmiştir.
Tartışma: Araştırmada öğretmenlerin kaynaştırma uygulamalarına yönelik inançlarının, mesleki gelişimlerinin ve mesleki kıdemlerinin özel gereksinimli bireylere yönelik sosyal kabulleri üzerinde etkili olduğu belirlenmiştir. Sınıfında özel gereksinimli olan öğretmenlerin daha düşük sosyal kabul puanlarına sahip oldukları belirlenmiştir. Bu bulgulardan hareketle öğretmenlerin kaynaştırma uygulamalarına yönelik mesleki yeterliliklerinin geliştirilmesi için hizmetiçi eğitim etkinliklerinin düzenlenmesi ve deneyimli öğretmenlerin mentorluklarından yararlanılması önerilmektedir. Ayrıca öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul puanlarına ilişkin anlamlı fark çıkan değişkenlere yönelik derinlemesine bilgi elde etmek amacıyla nitel araştırmalar yapılması önerilmektedir.

Anahtar Kelimeler

Kaynaştırma uygulamaları özel gereksinimli bireyler sosyal kabul öğretmen tarama modeli

Kaynakça

  • Ainscow, M., & César, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda. European Journal of Psychology of Education, 21 (3), 231-238.
  • Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14 (4), 401–16.https://doi.org/10.1080/13603110802504903.
  • Aktan, O. (2018). Kaynaştırma eğitiminde takım destekli bireyselleştirme tekniğinin öğrencilerin ders başarısı derse karşı tutum ve sosyal kabul düzeylerine etkisi. Yayınlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara
  • Aktan, O. (2020). Determination of educational needs of teachers regarding the education of inclusive students with learning disability. International Journal of Contemporary Educational Research, 7(1), 149-164. Doi: https://doi.org/10.33200/ijcer.638362
  • Aktan, O. (2021). Özel gereksinimli bireylere yönelik öğretmen sosyal kabul ölçeği’nin geliştirilmesi, geçerlik ve güvenirlik çalışması. Trakya Eğitim Dergisi, 11(1), 315-332. https://doi.org/10.24315/tred.712982
  • Alghazo, E. M., & Naggar Gaad, E. E. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), 94–99.
  • Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th ed.). Stamford, CT: Cencage Learning.
  • Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive education: Policy, contexts and comparative perspectives. Routledge.
  • Ashman, A. (2014). Education for inclusion and diversity. Pearson Australia.
  • Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: a review of the literature. European journal of special needs education, 17(2), 129-147. https://doi.org/10.1080/08856250210129056
  • Avramidis, E. (2013). Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education, 28 (4), 421-442. https://doi.org/10.1080/02671522.2012.673006.
  • Aydoğan, C. (2017). Social acceptance of individuals in different life stages regarding individuals with intellectual disabilities (Master's thesis). Accessed from https://tez.yok.gov.tr.
  • Bhatnagar, N., & Das, A. (2014). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs, 14(4), 255-263. https://doi.org/10.1111/1471-3802.12016
  • Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39 (1), 146-170. https://doi.org/10.3102/0162373716670260.
  • Bossaert, G., De Boer, A. A., Frostad, P., Pijl, S. J. & Petry, K. (2015). Social participation of students with special educational needs in different educational systems. Irish Educational Studies 34 (1), 43–54. https://doi.org/10.1080/03323315.2015.1010703
  • Bukvić, Z. (2014). Teachers’ competency for inclusive education. European Journal of Social and Behavioural Sciences, 11(4), 1585–1590. https://doi.org/10.15405/ejsbs.141.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: PegemA.
  • Cassady, J. M. (2011). Teachers' attitudes towards the ınclusion of students with autism and emotional behavioral disorder. Electuronic Journal of Inclusive Education, 2 (7), 1-23.
  • Civelek, A. H. (1990). Eğitilebilir zihinsel özürlü çocukların sosyal kabul görmelerinde normal çocukların bilgilendirilmelerinin ve iki grubun resim-iş ile beden eğitimi derslerinde bütünleştirilmelerinin etkileri. (Yayınlanmamış Doktora Tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
  • Costello, S., & Boyle, C. (2013). Pre-service secondary teachers’ attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129–143. https://doi.org/10.14221/ajte.2013v38n4.8.
  • Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine ourfuture. New York: Teachers College Press.
  • Darling Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo, Alto, CA: Learning Policy Institute.
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International journal of inclusive education, 15(3), 331-353. https://doi.org/10.1080/13603110903030089.
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of disability, development and education, 59(4), 379-392. https://doi.org/10.1080/1034912X.2012.723944.
  • Demirbilek, M., & Levent, F. (2020). Kaynaştırma sınıflarında özel eğitim alan öğrencilere yönelik öğretmen davranışlarına ilişkin rehberlik öğretmenlerinin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(3), 479-511.
  • Duncan, J., Punch, R., & Croce, N. (2021). Supporting primary and secondary teachers to deliver ınclusive education. Australian Journal of Teacher Education, 46(4), 92-107. http://dx.doi.org/10.14221/ajte.2021v46n4.6
  • Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia-Social and Behavioral Sciences, 29, 976-985. https://doi.org/10.1016/j.sbspro.2011.11.331.
  • Engin, A. O., Tösten, R., Kaya, M., & Köselioğlu, Y. S. (2014). İlköğretim öğretmenlerinin kaynaştırma uygulamasıyla ilgili tutum ve görüşlerinin değerlendirilmesi (Kars ili örneği). Kafkas Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 27-44. https://doi.org/10.9775/kausbed.2014.003.
  • Ernst, C., &. Rogers, M. R. (2009). Development of the inclusion attitude scale for high school teachers. Journal of Applied School Psychology, 25(3), 305-322. https://doi.org/10.1080/15377900802487235.
  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25 (4), 594-601. https://doi.org/10.1016/j.tate.2009.02.003
  • Forlin, C., Douglas, G., & Hattie, J. (1996). Inclusive practices: How accepting are teachers?. International Journal of Disability, Development and Education, 43(2), 119-133. https://doi.org/10.1080/0156655960430203
  • Garrote, A. (2017). The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5 (1), 1-15. https://doi.org/10.14786/flr.v5i1.266.
  • Goldhaber, D., & Koretz, D. (2018). Needs Improvement A gloomy perspective on high-stakes testing: the testing charade: pretending to make schools better. Education Next, 18(2), 79-81.
  • Hunter-Johnson, Y., Newton, N. G., & Cambridge-Johnson, J. (2014). What does teachers' perception have to do with ınclusive education: A Bahamian context. International journal of special education, 29(1), 143-157.
  • Jonassen, D. H., & Grabowski, B.L.(2012). “Handbook of individual differences, learning, and instruction. Routledge.
  • Kayhan, N., Şengül, A., & Akmeşe, P. P. (2012). İlköğretim birinci ve ikinci kademe öğretmen adaylarının kaynaştırmaya ilişkin görüşlerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 1(3), 261-271.
  • Krull, J., Wilbert, J., & Hennemann, T. (2014). The social and emotional situation of first graders with classroom behavior problems and classroom learning difficulties in inclusive classes. Learning Disabilities: A Contemporary Journal, 12(2), 169-190.
  • Lindsay, S., & McPherson, A. C. (2012). Strategies for ımproving disability awareness and social inclusion of children and young people with cerebral palsy. Child: Care, Health and Development, 38 (6), 809–816. https://doi.org/10.1111/j.1365-2214.2011.01308.x
  • Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education: A practical guide to supporting diversity in the classroom. Psychology Press.
  • McGrath, K. F., & Bergen, P. V. (2015). Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes. Educational Research Review, 14, 1-17. https://doi.org/10.1016/j.edurev.2014.12.001.
  • Mngo, Z. Y., & Mngo, A. Y. (2018). Teachers’ perceptions of inclusion in a pilot inclusive education program: Implications for instructional leadership.” Education Research International, 2018, 1-13. https://doi.org/10.1155/2018/3524879
  • Noreen, H., Intizar, F., & Gulzar, S. (2019). Teachers’ multidimensional attitude towards inclusive education. UMT Education Review, 2(2), 72-89. https://doi.org/10.32350/uer.22.04
  • Özyürek, M. (2016). Tutumlar ve engellilere yönelik tutumların değiştirilmesi. Ankara: Kök Yayıncılık.
  • Rihter, J., & Potočnik, R. (2020). Preservice teachers’ beliefs about teaching pupils with special educational needs in visual art education. European Journal of Special Needs Education, 1-14. https://doi.org/10.1080/08856257.2020.1862340
  • Rozalski, M., Miller, J., & Stewart, A. (2011). Least Restrictive Environment, In: Handbook of Special Education, Kauffman, J.M., Hallahan, D.P. (Eds.). Routledge, New York.
  • Ruijs, N. M., & Peetsma, T. T. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67-79. https://doi.org/10.1016/j.edurev.2009.02.002
  • Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282. https://doi.org/10.1080/00313831.2018.1541819
  • Shady, S.A., Luther, V. L., & Richman, L. J. (2013). Teaching the teachers: A study of perceived professional development needs of educators to enhance positive attitudes toward inclusive practices. Education Research and Perspectives, 40 (1), 169-191.
  • Sharma, U., Moore, D., & Sonawane, S. (2009). Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia-Pacific Journal of Teacher Education, 37(3), 319-331. https://doi.org/10.1080/13598660903050328
  • Sharma, U., Simi, J., & Forlin, C. (2015). Preparedness of pre-service teachers for inclusive education in the Solomon Islands. Australian Journal of Teacher Education, 40 (5), 102–116.
  • Štemberger, T., & Kiswarday, V. R. (2018). Attitude towards inclusive education: the perspective of Slovenian preschool and primary school teachers. European journal of special needs education, 33(1), 47-58. https://doi.org/10.1080/08856257.2017.1297573
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
  • Zoniou‐Sideri, A., & Vlachou, A. (2006). Greek teachers’ belief systems about disability and inclusive education. International journal of inclusive education, 10(4-5), 379-394.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi (Diğer), Kapsayıcı Eğitim
Bölüm Makaleler
Yazarlar

Osman Aktan 0000-0001-6583-3765

Erken Görünüm Tarihi 4 Ağustos 2023
Yayımlanma Tarihi 1 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 4

Kaynak Göster

APA Aktan, O. (2023). Examining the Social Acceptance Levels of Teachers towards Individuals with Special Needs. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(4), 455-483. https://doi.org/10.21565/ozelegitimdergisi.1123503




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