INCLUSIVE EDUCATION IN EARLY CHILDHOOD: TEACHER PERCEPTIONS, PRACTICES, CHALLENGES AND NEEDS

Author:

Balık Fatma1ORCID,Ozgun Ozkan2ORCID

Affiliation:

1. CUKUROVA UNIVERSITY

2. ÇUKUROVA ÜNİVERSİTESİ

Abstract

This phenomenological study examines the perceptions, classroom practices, and educational needs of preschool teachers regarding inclusive education. We collected data through face-to-face interviews using a semi-structured interview form. The participants were 15 preschool teachers selected by criterion sampling, working in public preschools in the city center of Diyarbakır. We analyzed the data through content analysis. Our findings reveal that while preschool teachers have a general understanding of inclusive education, they lack specific knowledge in more detailed areas. They believe that the implementation of inclusive education requires consideration of children's individual differences, developmental characteristics, and cultural diversity. The teachers identified several challenges, including a lack of materials, large class sizes, limited understanding and support from parents, and their own professional insufficiency and experience. Additionally, they noted deficiencies in general educational policies on inclusive education. Teachers often seek support from the children’s families or school counseling services to address the challenges they face. They also highlighted the need for practical training on developing and implementing inclusive activities, adapting activities to various characteristics of the children, and actively engaging children with special needs in learning. Based on these findings, we have put forward several recommendations for practice and further research.

Publisher

Uluslararasi Anadolu Sosyal Bilimler Dergisi

Reference58 articles.

1. Akbulut, F., Yılmaz, N. Karakoç, A., Erciyas, İ.M. & Akşin Yavuz, A. (2021). Öğretmen adayları kapsayıcı eğitim hakkında ne düşünüyor? Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 6(1), 33-53. https://doi.org/10.37754/ 756554.2021.

2. Akrim, M., & Harfiani, R. (2019). Daily learning flow of inclusive education for early childhood. Utopia Y Praxis Latinoamericana, 24(6), 132-141. https://www.redalyc.org/articulo.oa?id=27962177014.

3. Aydın Güngör, T., & Pehlivan, O. (2021). Kapsayıcı eğitimin Türk eğitim sistemindeki yeri ve önemi. Studies in Educational Research and Development, 5(1), 48-71.

4. Bouillet, D. (2013). Some aspects of collaboration in inclusive education–teachers’ experiences. Center for Educational Policy Studies Journal, 3(2), 93-117. https://doi.org/10.26529/cepsj.241.

5. Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3