Teachers’ attitudes towards inclusion in Turkey

Rakap, Salih; Kaczmarek, Louise A.

doi:10.1080/08856250903450848

Cited by 141 publications

(117 citation statements)

References 22 publications

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“…Another interesting finding is that previous participation in special education seminars affects teachers' attitudes toward inclusion, as it is verified by other studies [7,11,19,43]. Teachers who have attended special education courses appeared to be more willing to accept students with disabilities in regular classroom [58].…”

Section: Teachers Attitudes Toward the Inclusion Of Special Educationsupporting

confidence: 51%

“…Therefore, the role of general education teachers becomes important for the successive implementation of inclusive practices. Thus, it is important to study the general education teachers' attitude concerning inclusion [43]. These studies should be designed in order to change and improve teachers' role in the context of the classroom [55].…”

Section: Inclusionmentioning

confidence: 99%

“…Various studies showed that there is an urgent need of organising training programs [2,14,43] in order to increase the possibilities of implementing the inclusive education. Furthermore, school psychologists and other specialists should work with teachers and parents in order to provide training and specialized knowledge on strengthening their relations with the students and promote a positive way of communication [51].…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

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Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Tsakiridou¹,

Polyzopoulou²

2014

EDUCATION

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The aim of this study is to examine the teachers' attitudes toward the inclusion of students with special educational needs, in public schools and how these attitudes are influenced by their self-efficacy perceptions. The sample is comprised of 416 preschool, primary and secondary education teachers. The results show that, in general, teachers develop positive attitude toward the inclusive education. Higher self-efficacy was associated rather with their capacity to come up against negative experiences at school, than with their attitude toward disabled learners in the classroom and their ability to meet successfully the special educational needs students. The results are consistent with similar studies and reveal the need of establishing collaborative support networks in school districts and the development of teacher education programs, in order to achieve the enrichment of their knowledge and skills to address diverse needs appropriately.

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Section: Teachers Attitudes Toward the Inclusion Of Special Educationsupporting

confidence: 51%

Section: Inclusionmentioning

confidence: 99%

Section: Recommendations For Future Researchmentioning

confidence: 99%

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Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Tsakiridou¹,

Polyzopoulou²

2014

EDUCATION

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“…The findings of this study concur with other research findings that training seems to make a difference [12], and teachers seem to be willing to receive training to improve their knowledge and skills and to collaborate with other people to help children with special needs [13,14 ]. Similarly, coaching and further education in special education topics may help staff to achieve higher levels of quality [15].…”

Section: Discussionsupporting

confidence: 80%

Early Detection of Child Development Deviation Training Program in The Context of Special Needs Children Identification

Ardianingsih¹,

Mahmudah²

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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The teachers of Early Childhood Education almost every day interact with early childhood so that early childhood teachers need to have knowledge about child development and have the skills to detect early deviation of child development. Thus, the incidence of special needs children can be detected early and can be intervened early as well. During this time in Indonesia, early detection of child development deviation is usually done by health workers. This research aimed to know training program about early detection of child development deviations in the context of special needs children identification. This research was conducted at Early Childhood Education which is indicated to have children with special needs, that is Kindergarten Ketajen, Sidoarjo, East Java, Indonesia. The subjects of the study were all teachers in the kindergarten, a number of 11 people. This research was a descriptive research. The data were analyzed using descriptive statistic. The results of this study showed that the training program improved early childhood teachers' knowledge and skills about early detection of child development deviations in the context of special needs children identification.

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“…The findings of previous studies on teachers attitudes toward inclusive education have suggested that successful inclusive education practices depend on teachers' positive attitudes toward inclusive education (Avramidis & Kalyva, 2007;Avramidis & Norwich, 2002;Berry, 2010;Blecker & Boakes, 2010;Brownell & Pajares, 1999;Darling-Hammond, 2006, Fırat, 2014Jordan, Schwartz & McGhie-Richmond, 2009;Kargın, 2004;Rakap, Parlak-Rakap,& Aydın, 2016Rakap & Kaczmarek, 2010Sarı, 2007;Seçer, 2010;Sharma, Moore & Sonawane, 2009;Schwartz & McGhie-Richmond, 2009;Sucuoğlu, 2004). Some studies conducted on teachers' attitudes toward inclusive education have revealed that the teachers have positive attitudes regarding the inclusion of students with special needs (Avramidis and Norwich, 2002;Sucuoğlu, 2004;Avramidis & Kalyva, 2007;Park & Chitiyo, 2011;Sari, 2007;Seçer, 2010); while other studies have revealed that teachers' attitudes concerning educational inclusion are either negative (Avramidis & Kaylva, 2007;Rakap & Kaczmarek, 2010) Studies asserting that pre-service teachers' attitudes toward inclusion are similar to those of inservice teachers' attitudes.…”

Section: Introductionmentioning

confidence: 99%

Türk Öğretmen Adaylarının Kaynaştırma Eğitimine Yönelik Tutumları ile Öz Yeterlilik İnançları Arasındaki İlişki

Özokçu¹

2018

IOJES

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Teachers’ attitudes towards inclusion in Turkey

Cited by 141 publications

References 22 publications

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Early Detection of Child Development Deviation Training Program in The Context of Special Needs Children Identification

Türk Öğretmen Adaylarının Kaynaştırma Eğitimine Yönelik Tutumları ile Öz Yeterlilik İnançları Arasındaki İlişki

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