Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion

Abstract

The purpose of the current study was to investigate the knowledge and attitudes of preschool teachers regarding inclusive practices and to determine the relationship between knowledge and attitudes of the teacher about inclusion. Two instruments were used for data collection: The Inclusion Knowledge Test developed by the researchers and the Turkish form of Opinions Relative to Integration of Students with Disabilities. 30 preschool teachers who have children with disabilities in their classrooms participated in the study. The results of analysis provided the specific information about what the teachers know and do not know about inclusive practices. In addition, it was found that teacher attitudes towards inclusion were neither positive nor negative and there is no significant relationship between the level of knowledge and attitudes of the teachers. All findingswere discussed in terms of preschool teacher training programs and several suggestions were made to train teachers who are able to work with young children with disabilities in regular classrooms.

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

“…Making adaptations in the curriculum, in the instructional strategies, and in the learning environment and providing special educational support for SEN students are considered as important factors for successful inclusion (Kırcaali-İftar, 1998). However, there are several problems such as inappropriate educational environments, insufficient support services for SEN students, and teachers' lack of knowledge and skills regarding the implementation of effective inclusion practices (Kargin et al, 2005;Kucuker et al, 2006;Sucuoglu et al, 2013;Sucuoglu et al, 2014). These limitations observed in inclusion practices in Turkey may lead to academic difficulties experienced by SEN students in inclusive classrooms.…”

“…Although there have been increased efforts to expand inclusive practices in Turkey, there are still several problems and shortcomings in the implementation of these practices (Kargin, Acarlar, & Sucuoglu, 2005;Kucuker, Acarlar, & Kapci, 2006;Sucuoglu, Akalin, & Sazak-Pinar, 2014;Sucuoglu, Bakkaloglu, Karasu, Demir, & Akalin, 2013). Therefore, there is a need for further research regarding the socio-emotional and behavioral functioning of students with special needs in inclusive classrooms.…”

Examining the Student-Teacher Relationships of Children Both With and Without Special Needs in Preschool Classrooms

“…Firstly, when the studies regarding the knowledge levels of teachers about mainstreaming were examined, teachers indicated that they have inadequate knowledge about mainstreaming practices (Altun & Gülben, 2009;Artan & Uyanık-Balat, 2003;Gök & Erbaş, 2011;Özbaba, 2000;Sucuoğlu, Bakkaloğlu, İşcen Karasu, Demir, & Akalın, 2013;Varlıer, 2004) and during undergraduate studies they only receive an introductory course on special education. This course is not sufficient for mainstreaming practices.…”

“…Because of this, it might be suggested that they could have issues handling the problem behaviors of students with SN. Their problem behaviors might increase, thus causing more conflictual student-teacher relationships, because teachers can find their knowledge about classroom and behavior management inadequate, as well as their ability to differentiate teaching methods (Sucuoğlu et al, 2013). As a consequence, the inadequate knowledge levels of teachers about mainstreaming practices might be thought to negatively affect student-teacher relationships.…”

Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities

“…With the passage of the law 573, preschool education for young children with identified disabilities became compulsory (Artan and Balat 2003;Secer 2010). Since the enactment of the law, the number of young children with disabilities receiving early childhood and special education services in inclusive classrooms has slowly increased (Melekoglu, Cakiroglu, and Malmgren 2009;Sucuoglu et al 2013). …”