An analysis of classroom teachers' awareness of inclusive education

Sirem O., Catal T.

EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, cilt.38, sa.2, ss.203-217, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 38 Sayı: 2
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/08856257.2022.2050971
  • Dergi Adı: EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, FRANCIS, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), Index Islamicus, Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.203-217
  • Anahtar Kelimeler: Inclusive education, classroom teachers, awareness, students with SEN (special educational needs), ATTITUDES, STUDENTS, PERCEPTIONS, DISABILITIES, EXPERIENCES, PEERS
  • Hacettepe Üniversitesi Adresli: Evet

Özet

The targets of reaching the benefits expected from inclusive education and making necessary changes and arrangements can only be achieved by clearly determining the current situation regarding inclusive education. This study aimed to examine the competencies of classroom teachers in Turkey regarding inclusive education in the context of their perceptions, knowledge, and attitudes. A total of 128 classroom teachers of third-grade (20) and fourth-grade (108) participated in the study. We employed the 'Classroom Teachers' Awareness of Inclusive Education Scale' as a data collection tool in this study carried out in accordance with the phenomenological method. The data were subjected to descriptive analysis. Apart from the generally positive awareness of classroom teachers towards inclusive education, it appears to be necessary that students' social-emotional skills be supported so that inclusive education can be fully achieved.