Problems, Expectations, and Suggestions of Elementary Teachers Regarding Inclusion

Autor/inn/en	Sadioglu, Omur; Bilgin, Asude; Batu, Sema; Oksal, Aynur
Titel	Problems, Expectations, and Suggestions of Elementary Teachers Regarding Inclusion
Quelle	In: Educational Sciences: Theory and Practice, 13 (2013) 3, S.1760-1765 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Inclusion; Expectation; Teacher Attitudes; Elementary School Teachers; Qualitative Research; Semi Structured Interviews; Negative Attitudes; Inservice Teacher Education; Special Needs Students; Disabilities; Special Education; Validity; Reliability; Academic Accommodations (Disabilities); Educational Facilities; Educational Environment; Individualized Education Programs; Turkey + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Expectancy; Erwartung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Negative Fixierung; Lehrerfortbildung; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Gültigkeit; Reliabilität; Bildungsstätte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Individualized education program; Individualisierendes Lernen; Türkei
Abstract	The purpose of the present study is to display a detailed investigation of the views of the elementary teachers in the specification of defections in the inclusive education applications and in the evaluation of success. In accordance with this aim, in 16 different cities of Turkey, 23 teachers who have been working in schools where inclusive education is applied in relation with Ministry of Education and who have willingly participated to the study are interviewed. In the study, where descriptive method from among the qualitative research methods is used, inductive analysis of the research data gathered with semi-structured interviews is conducted through Nvivo 8 qualitative data analysis program. The findings indicate that elementary teachers generally have a negative opinion regarding the inclusive education applications in our country, that they are inadequate in this subject and need a great deal of sustenance particularly expert support, that they find pre-service and in-service training insufficient and experience problems due to the physical conditions of the classrooms and schools they work at. For the improvement of inclusive education applications, elementary teachers suggest the presence of separate teaching environments and part-time inclusive education, the organization of qualified and effective pre-service and in-service training and providing them material support. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10