Publication:
Problems, expectations, and suggestions of elementary teachers regarding inclusion

dc.contributor.authorBatu, Sema
dc.contributor.buuauthorSadioǧlu, Ömür
dc.contributor.buuauthorBilgin, Asude
dc.contributor.buuauthorOksal, Aynur
dc.contributor.departmentEğitim Fakültesi
dc.contributor.departmentİlkokul Öğretmenliği Bölümü
dc.contributor.scopusid26656871600
dc.contributor.scopusid55793254000
dc.contributor.scopusid23019997900
dc.date.accessioned2023-05-25T07:44:57Z
dc.date.available2023-05-25T07:44:57Z
dc.date.issued2013
dc.description.abstractThe purpose of the present study is to display a detailed investigation of the views of the elementary teachers in the specification of defections in the inclusive education applications and in the evaluation of success. In accordance with this aim, in 16 different cities of Turkey, 23 teachers who have been working in schools where inclusive education is applied in relation with Ministry of Education and who have willingly participated to the study are interviewed. In the study, where descriptive method from among the qualitative research methods is used, inductive analysis of the research data gathered with semi-structured interviews is conducted through Nvivo 8 qualitative data analysis program. The findings indicate that elementary teachers generally have a negative opinion regarding the inclusive education applications in our country, that they are inadequate in this subject and need a great deal of sustenance particularly expert support, that they find pre-service and in-service training insufficient and experience problems due to the physical conditions of the classrooms and schools they work at. For the improvement of inclusive education applications, elementary teachers suggest the presence of separate teaching environments and part-time inclusive education, the organization of qualified and effective pre-service and in-service training and providing them material support.
dc.identifier.citationSadioǧlu, Ö. vd. (2013). “Problems, expectations, and suggestions of elementary teachers regarding inclusion”. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1760-1765.
dc.identifier.endpage1765
dc.identifier.issn1303-0485
dc.identifier.issue3
dc.identifier.scopus2-s2.0-84880178250
dc.identifier.startpage1760
dc.identifier.urihttps://files.eric.ed.gov/fulltext/EJ1017690.pdf
dc.identifier.urihttp://hdl.handle.net/11452/32778
dc.identifier.volume13
dc.identifier.wos000321397400020
dc.indexed.wosSSCI
dc.language.isoen
dc.publisherEdam
dc.relation.collaborationYurt içi
dc.relation.journalKuram ve Uygulamada Eğitim Bilimleri
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & educational research
dc.subjectInclusion
dc.subjectTeachers' opinions
dc.subjectStudents with special needs
dc.subjectSemi-structured interviews
dc.subjectQualitative study
dc.subjectAttributes
dc.subject.scopusInclusive Education; Special Educational Needs; Psychological Practice
dc.subject.wosEducation & educational research
dc.titleProblems, expectations, and suggestions of elementary teachers regarding inclusion
dc.typeArticle
dspace.entity.typePublication
local.contributor.departmentEğitim Fakültesi/İlkokul Öğretmenliği Bölümü
local.indexed.atScopus
local.indexed.atWOS

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