Teachers' Opinions on Inclusive Education

Autor/in	Kayabasi, Z. Esra Ketenoglu
Titel	Teachers' Opinions on Inclusive Education
Quelle	In: International Journal of Psychology and Educational Studies, 7 (2020) 4, S.27-36 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Foreign Countries; Teacher Attitudes; Inclusion; Teaching Methods; School Policy; Educational Policy; Knowledge Level; Educational Environment; Inservice Teacher Education; Equal Education; Disadvantaged Youth; Students with Disabilities; Low Income Students; Ethnicity; Immigrants; Gender Bias; Racial Bias; Social Bias; Intellectual Disciplines; Individual Differences; Student Needs; Educational Practices; Student Rights; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Schulpolitik; Politics of education; Bildungspolitik; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerfortbildung; Benachteiligter Jugendlicher; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ethnizität; Immigrant; Immigrantin; Immigranten; Geschlechterstereotyp; Racial discrimination; Rassismus; Geisteswissenschaften; Individueller Unterschied; Bildungspraxis; Türkei
Abstract	The aim of this research is to determine the opinions of teachers working in the city of Kastamonu towards inclusive education and to investigate what inclusive education practices are. For this purpose this research was conducted from a qualitative perspective. The study group consists of thirteen teachers from various branches working in the province of Kastamonu. While collecting data, the semi-structured questionnaire form of the correspondence technique, which is one of the qualitative data collection techniques, was used. The questionnaire consists of two parts, including the Personal Information Form and questions related to the purpose of the research. The responses of the participants to the teacher correspondence questionnaire were evaluated in the context of the content and the findings of the study were collected in five dimensions; inclusive education approach, what teachers should do, teacher practices, school policies to be applied and policies to be applied across the country. In the research, it was observed that teachers had a general idea about inclusive education, but they were also associated with the education of people with disabilities. Teachers mostly stated that they provided education according to individual differences. They stated that the physical environment should be regulated in schools and in-service trainings should be provided nationwide. As a result of this research suggested that in-service trainings should be organized in addition to inclusive training for teachers. [This study was presented as an oral presentation at ERPA International Congresses on Education, 10-12 April 2020.] (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01