Inclusive Education Through the Eyes of Teachers

Abstract

This research was conducted in order to determine the present situation, as experienced by teachers from different branches, serving in secondary schools of the Ministry of National Education in Aksaray, regarding inclusive education. In the literature search, ERIC & Taylor Francis database was searched over keywords. The articles related to the problem situation of the research were selected and included in the article. In addition, the sources I have access to have been used while writing the literature and these studies have been included in the bibliography. More specifically, a total of 22 teachers from six different branches serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey) participated in the present research, which combined a qualitative research method and a case study. Purposive sampling and convenience sampling among nonrandom sampling types were used in order to select the research participants. The selection criteria were as follows: serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey), having students in their class from disadvantaged groups. Research data were collected via semi-structured interviews with questions devised by the authors in accordance with the related literature and research objectives. In the analysis of the data, content analysis methodology was utilized. In the research, it was found that teachers have a general idea about what inclusive education is, and that they think inclusive education is necessary and has advantages and disadvantages according to the way it is applied, that teachers and students should have in-service training to improve of inclusive education, and that improving schools' physical opportunities was a factor in improving inclusive education. Research results were discussed in relation to the related literature and some suggestions were presented.

Investigation of Social Studies Curriculum in Regards to Migrant, Refugee, Asylum-Seekers Concepts

“…Bearing in mind that social studies is a lesson that conveys gains in social values and skills, this subject has a special importance. Looking at the studies on the subject in general, it is witnessed that despite the fact that the migrant, refugee, asylum-seekers students are included in the educational environment, not knowing how to approach them indicates that the teachers alone lack sufficiency in intercultural interaction, so the idea of making systematic arrangements in teaching curricula is supported highly (Baltacı, 2014;Balkar, et al, 2016;Betancourt et al, 2015;Callahan, 2013;Ellis et al, 2010;Emin, 2016;Er & Bayındır, 2015;Eroğlu & Gülcan, 2016;Golden et al, 2014;Kırılmaz & Öntaş, 2020;Kiang & Supple, 2016;Nash & Associates, 2015;Polat & Rengi, 2014;Rana et al, 2011;Sağlam & Kanbur, 2017;Sakız, 2016;Şimşek, 2019;Şimşek & Kılcan, 2019;Taştekin, et al, 2016). In light of these results, social studies curriculum (2018) should embody more inclusive education covering migrant, refugee, asylum-seekers concepts.…”

“…At this point, schools should take into account the educational needs of all students and the society, as well as refugee and asylum-seekers based on cultural diversity (Amthor, & Roxas, 2016). Considering the needs of the students in disadvantaged groups, the curriculum should be flexible (Tinklin, Riddell & Wilson, 2004, Şimşek, 2019Şimşek & Kılcan, 2019). Comprehensive education advocates stated that if a radical change is not made in existing schools and their curricula, the existing curricula will continue to exclude them, and the goal cannot be achieved (Ainscow, 1998;Jenkinson, 1997).…”

“…This situation reveals the importance of the curriculum studied in schools. Otherwise, teachers who are practitioners of the curriculum may not achieve the expected results (Şimşek, 2019;Şimşek & Kılcan, 2019).…”

“…Bayram (2019) in his research with social studies teachers, revealed the view that the disadvantaged groups of immigrant students in the same educational environment as other students can contribute to the development of social skills of all students in social studies course. In addition, with the understanding of inclusive education that sees differences as wealth, it is thought that students in immigrant and other disadvantaged groups will improve both their academic and social skills in social studies course (Şimşek & Kılcan, 2019). Furthermore, it is known that millions of people from different countries have emigrated to Turkey in recent years.…”

The reflections of the inclusive student's active participation in out-of-class school activities on social development

“…In this sense, the Salaman declaration, which is the first universal declaration on inclusion, emphasizes the understanding of education for all (UNESCO, 1994). This understanding has revealed the understanding of including all students in the teaching environment over time (Şimşek & Kılcan, 2019). An example of this is the Finnish education system, which is far from the traditional understanding of education, where the social and psychological environment is included in the education process and all students are educated in the same classroom environment (Halinen & Jarvinen, 2008).…”