Who and How Do I Include? A Case Study on Teachers' Inclusive Education Practices

Autor/inn/en	Yilmaz, Ruhan Karadag; Yeganeh, Emir
Titel	Who and How Do I Include? A Case Study on Teachers' Inclusive Education Practices
Quelle	In: International Journal of Progressive Education, 17 (2021) 2, S.406-429 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yilmaz, Ruhan Karadag) ORCID (Yeganeh, Emir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Inclusion; Special Education; Teacher Attitudes; Elementary School Teachers; Self Efficacy; Expectation; Figurative Language; Classroom Techniques; Student Characteristics; Students with Disabilities; At Risk Students; Disadvantaged Youth; Victims; Refugees; Academically Gifted; Individual Differences; Barriers; Foreign Countries; Public Schools; Turkey + Suchen Sie Ihr Suchwort? Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Klassenführung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Benachteiligter Jugendlicher; Victim; Opfer; Flüchtling; Individueller Unterschied; Ausland; Public school; Öffentliche Schule; Türkei
Abstract	The purpose of this study was to determine the perceptions and practices of teachers about inclusive education and to propose solutions to the problems experienced by the teachers in the light of the study findings. The study was carried out by qualitative research approach and case study design was used. The participants of the study consisted of 20 primary school teachers who worked in public schools in the 2019-2020 academic year and participated voluntarily in this study. Data were analyzed through descriptive analysis technique. As a result of this study it was found that the teachers experienced a lack of conceptual clarity regarding the definition of inclusive education and a great majority of them focused on the main philosophy of inclusiveness, yet few of them attempted to relate inclusiveness to instructional practices. Moreover, the findings revealed that the teachers did not perform activities directed to the application of inclusive education in their classes and that they had different expectations from the Turkish Ministry of National Education, school administrations, nongovernmental organizations (NGOs), and parents. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01