Examining the implementation of inclusive education and special educational support services for students with hearing loss in Turkey


Turkish Online Journal of Educational Technology, vol.2016, no.NovemberSpecialIssue, pp.973-979, 2016 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 2016 Issue: NovemberSpecialIssue
  • Publication Date: 2016
  • Journal Name: Turkish Online Journal of Educational Technology
  • Journal Indexes: Scopus
  • Page Numbers: pp.973-979
  • Anadolu University Affiliated: Yes


© The Turkish Online Journal of Educational Technology.As a form of educational practice, inclusive education enables students with special needs (i.e. children with hearing loss) to have education as their typically developing peers at the same educational context by supplying them special education support services. Improvements in language and communication skills, and social and academic skills are the summary benefits of inclusive education for children with hearing loss. These possible benefits are also the answer of the question “Why inclusive practices should be disseminated through national level?” There are many prerequisites for successful inclusion practices such as physical adaptations in schools and classrooms, training and in-service improvement of the education staff, individualization of the educational programs, adaptation of education and instruction processes, and supplying special education support services. The purpose of this proposed presentation paper is to examine the implementation of inclusive education and special educational support services for students with hearing loss in Turkey. Parallel to the frame of the purpose, a questionnaire, “Inclusion and Educational Support Services Questionnaire” (I-ESSQ; K-DEHA), was developed by the responsible research team within the context of the TUBİTAK 1001 project on the inclusion of children with hearing loss (Project no: 114K236). I-ESSQ contains 39 items that aims to determine (a) the opinions of the teacher about inclusive practices, (b) the status quo of the children with hearing loss in inclusive settings, (c) problems of inclusive education, and (d) demographics of the participants. The analysis of the questionnaire is in statistical process. Following the statistical analysis, the findings will be available, and discussion and suggestions will be supplied on the bases of the findings.