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

Rakap, Salih; Parlak-Rakap, Asiye; Aydın, Burak

doi:10.1080/13603116.2016.1159254

Cited by 32 publications

(23 citation statements)

References 44 publications

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“…Existing research has revealed that the attitudes and expectations of teachers have a direct effect on students' learning and development (McLeskey & Waldron, 2006;Forlin, Cedillo, & Romero-Contreras, 2010). Additionally, researchers have reported that the disabled teachers' positive attitudes and beliefs towards students in the inclusion environments is related to considerably improved inclusion practices and better student output (Berry, 2010, Blecker & Boakes, 2010, Darling-Hammond, 2006Rakap, & Kaczmarek, 2010;Rakap, Parlak-Rakap, & Aydin, 2016). It is believed that the teachers who have a positive attitude towards inclusion are able to use educational strategies in general education classes more effectively and they feel sufficiently competent in terms of meeting the requirements of students with special needs and adapting the curriculum and materials accordingly (Campbell, Gilmore, & Cuskelly, 2003).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey

Özokçu¹

2018

JETS

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This study aims to investigate the relationship between Turkish teachers’ attitudes and their self-efficacy for inclusive practices using a relational survey design. Study participants included a total of 1163 preschool, classroom, subject-matter, and special-education teachers from four different geographical regions in Turkey. The data was collected using the Sentiments, Attitudes, and Concerns about Inclusive Education Scale (SACIE-R) and the Teacher Efficacy for Inclusive Practice (TEIP) Scale. The data were analyzed using the Pearson Product-Moment Correlation and Multiple Linear Regression tests with the help of SPSS. The results reported a positive significant relationship between teachers’ attitudes and self-efficacy for inclusive practices. Results also revealed teacher self-efficacy to be a significant predictor of their attitudes towards inclusive education.

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Section: Introductionmentioning

confidence: 99%

The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey

Özokçu¹

2018

JETS

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“…A number of studies have reported that teacher candidates generally hold a positive attitude towards inclusion of young children with disabilities (Forlin, Sharma and Loreman, 2007;Lancaster and Bain, 2007;Rakap, Parlak-Rakap and Aydin, 2015;Sharma, 2012;Sharma, Ee and Desai, 2003;Sharma et al, 2006;Silverman, 2007). Studies have noted several factors that may influence the attitudes of teacher candidates.…”

Section: Introductionmentioning

confidence: 99%

Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives

Rakap

Çığ²,

Parlak-Rakap

2015

Research in Spec Educ Needs

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Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre‐service stage might influence their perceptions towards children with disabilities and their inclusion. The purpose of this study was to examine the impact of two special education courses on (1) preschool teacher candidates' general attitudes towards inclusion, (2) their willingness to work with children with significant intellectual, physical and behavioural disabilities within inclusive classroom settings and (3) their level of comfort in interacting with children with disabilities. A four‐part survey was administered to participants four times throughout the study, once before and after each course. The survey package included (1) a demographic information form, (2) the Opinions Relative to the Inclusion of Students with Disabilities Scale, (3) an adapted version of the Teachers' Willingness to Work with Children with Severe Disabilities Scale and (4) the Interaction with Children with a Disability Scale. The results showed that both special education courses positively influenced teacher candidates' attitudes, willingness and comfort levels. However, impact of the second course focused on helping teacher candidates learn and apply instructional strategies to work with children with disabilities in inclusive classrooms was much larger. Implications of the study findings in relation to future research and practice are discussed.

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“…When the studies related to inclusive education in pre-school are examined, it is seen that the most researched subject is the knowledge, attitude and opinions of teachers and teacher candidates towards inclusion of children with special needs into general education classrooms. Findings of these studies have shown that preschool teachers and teacher candidates generally possess a positive attitude towards inclusion (e.g., Artan and Uyanık-Balat, 2003;Gök and Erbaş, 2011;Rakap et al, 2016). However, the extant literature also includes studies reporting negative attitudes (e.g., Şahbaz and Kalay, 2010).…”

Section: Extended Summarymentioning

confidence: 99%

Türkiye’de Okul Öncesi Eğitimde Kaynaştırma: Neredeydik? Neredeyiz? Nerede Olmalıyız?

Yazıcı

2019

TRSPED

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Öz 1983 yılında Özel Eğitime Muhtaç Çocuklar Yasası ile birlikte yasal olarak uygulamalarda yer alması beklenen kaynaştırma eğitimi, bugün okul öncesi eğitimde zorunlu eğitsel bir uygulamadır. Bu makalede, öncelikle kaynaştırma eğitiminin tanımı yapılmış ve kaynaştırma eğitiminin faydaları ile ilgili uluslararası alanyazındaki çalışmalar özetlenmiş, ardından Türkiye’de kaynaştırma eğitimi ve okul öncesinde kaynaştırma eğitimi konularına değinilerek yasal dayanaklarından bahsedilmiştir. Türkiye’de kaynaştırma eğitimiyle ilgili yapılan araştırmalar; (1) okul öncesi öğretmen ve öğretmen adaylarının bilgi, görüş ve tutumları, (2) sınıf içi uygulamalar, (3) sosyal beceriler, (4) derlemeler ve (5) diğer, başlıkları altında ele alınmıştır. Araştırmalar incelendiğinde, okul öncesi öğretmen ve öğretmen adaylarının kaynaştırma eğitimine yönelik olumlu tutuma sahip oldukları; ancak, daha fazla bilgiye gereksinim duydukları, sınıf içi geçişlerde belli başlı uygulamaları gerçekleştirdikleri fakat alanyazındaki uygulamaların hepsini sınıflarında uygulamak için desteğe gereksinim duydukları ve özel gereksinimli çocuklara sunulan sosyal beceri programlarının faydalı olduğu belirlenmiştir. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur. Abstract Inclusion is a compulsory educational practice for preschool children with disabilities in Turkey. In this article, first, the definition of inclusion is provided. Second, the benefits of inclusion are summarized using the international literature. Third, a summary of studies conducted in Turkey in relation to inclusive preschool education is presented followed by a description of the legal basis for inclusion in Turkey. The research focused on inclusive preschool education in Turkey was examined under five categories: (1) opinions and attitudes of preschool teachers and teacher candidates towards inclusion, (2) classroom practices, (3) social skills, (4) research summaries and literature reviews and (5) other studies. An examination of these studies has shown that preschool teachers and teacher candidates have positive attitudes towards inclusion, but they need more information for successful implementation of inclusion. Moreover, preschool teachers implement certain practices with respect to in-class transitions, however, they need more support to apply all recommended practices noted in the literature. In addition, social skills programs provided to children with special needs were beneficial. Recommendations for future practice are presented at the end of the paper.

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

Cited by 32 publications

References 44 publications

The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey

The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey

Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives

Türkiye’de Okul Öncesi Eğitimde Kaynaştırma: Neredeydik? Neredeyiz? Nerede Olmalıyız?

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