Okul Öncesi Kaynaştırmada Kalite: Kapsam ve Değerlendirme

Yılmaz, Betül; Karasu, Necdet

doi:10.21565/ozelegitimdergisi.279652

Cited by 6 publications

(6 citation statements)

References 35 publications

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“…Literatürde kaynaştırma (Batu, 2000;Eripek, 2004;Sucuoğlu, 2004;Al-Zoubi ve Rahman, 2016;Batu, Cüre, Nar, Gövercin ve Keskin, 2018;Odluyurt, 2018;Yazıcıoğlu, 2018;Yılmaz ve Karasu, 2018) (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz ve Demirel, 2017: 24).…”

Section: Introductionunclassified

Destek Eğitim Odasında ve Kaynaştırma Ortamlarında Çalışan Öğretmenlerin Bireyselleştirilmiş Eğitim Programı Hazırlama Sürecinde Yaşadıkları Güçlüklerin Belirlenmesi

Şahin

Gürler²

2018

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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In this study, it is aimed to determine the difficulties experienced by primary school teachers and teachers who are in the support education class during the process of preparation of individualized education program (IEP). In this quantitatively structured research, descriptive research is used. The universe of this research consist of primary school teachers who have inclusive education students in the classroom and teachers who are in charge of support education in 2017-2018 academic year in Kirsehir province. In this study, the universe method was studied and no method of sampling was done. In the collection of research data, a questionnaire was used to inquire about the demographic information of the participants and the "Scale to Identify Difficulties to be encountered in the IEP Preparation Process". As a result of the research, it was found that classroom teachers had more difficulties in the IEP preparation process than the teachers in the support education room and the difficulties experienced significantly in different ways. Furthermore, the findings of the research indicate that male teachers who work in the support education room have more difficulties than women teachers and there is no significant difference between the difficulties experienced during the preparation of the IEP and the seniority of the teacher groups.

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Section: Introductionunclassified

Destek Eğitim Odasında ve Kaynaştırma Ortamlarında Çalışan Öğretmenlerin Bireyselleştirilmiş Eğitim Programı Hazırlama Sürecinde Yaşadıkları Güçlüklerin Belirlenmesi

Şahin

Gürler²

2018

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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“…A number of literature reviews have been conducted to summarize research focused on issues in relation to inclusive education (e.g., Avcı and Ersoy, 1999;Batu, 2010;Diken et al, 2016;Ergin and Bakkaloğlu, 2015;Rakap, 2017b;Yılmaz and Karasu, 2018). While Avcı and Ersoy (1999) described the importance and reviewed the main principle of inclusive education, Batu (2010) reviewed studies to determine factors that influence success of inclusive practices in preschool.…”

Section: Extended Summarymentioning

confidence: 99%

“…Diken et al (2016) summarized laws and regulations supporting early childhood inclusion in Turkey and reviewed studies focused on inclusive preschool education. Lastly, Yılmaz and Karasu (2018) described dimension of quality in inclusive preschool settings.…”

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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“…Like normally developing children, children with special needs also have the right to education in the least restrictive environments, based on the principle of enjoying equal opportunities in pre-school education (Yılmaz & Karasu, 2018). According to the Specialty Services Regulations Turkey (2009), pre-school education for individuals who need special education is compulsory between 37-72 months.…”

Section: Introductionmentioning

confidence: 99%

Examination of Graduate Theses Conducted on Preschool Inclusion Between 2016-2020 in Turkey

Özçelik¹,

Demirok²

2021

NEUJE

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The aim of this study is to examine the current research trends in graduate theses on preschool inclusion in Turkey. Document analysis technique, one of the qualitative research methods, was used in the research. It was carried out on 31 graduate theses, which were obtained as a result of scanning the thesis archive of the Higher Education Council (YÖK) and were open to access between 2016 to 2020. The search was carried out by typing "pre-school integration" into the search engine of the Higher Education Institution's thesis archive. The theses included in the study were analyzed using the thesis analysis form prepared beforehand by the researchers. In the prepared form, the theses were analyzed according to the year, thesis level, university, institute, department, thesis supervisor title, research model, number of participants, data collection tool, data analysis method, and domestic and foreign references. The findings obtained within the framework of the examination were interpreted with percentage and frequency tables, and recommendations were made for future research. Key Words: Mainstreaming, preschool, thesis, document analysis.

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Okul Öncesi Kaynaştırmada Kalite: Kapsam ve Değerlendirme

Cited by 6 publications

References 35 publications

Destek Eğitim Odasında ve Kaynaştırma Ortamlarında Çalışan Öğretmenlerin Bireyselleştirilmiş Eğitim Programı Hazırlama Sürecinde Yaşadıkları Güçlüklerin Belirlenmesi

Destek Eğitim Odasında ve Kaynaştırma Ortamlarında Çalışan Öğretmenlerin Bireyselleştirilmiş Eğitim Programı Hazırlama Sürecinde Yaşadıkları Güçlüklerin Belirlenmesi

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

Examination of Graduate Theses Conducted on Preschool Inclusion Between 2016-2020 in Turkey

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