Perceptions of Turkish Preschool Teachers' about Their Roles within the Context of Inclusive Education

GEZER M. S., AKSOY V.

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, cilt.11, sa.1, ss.31-42, 2019 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Sayı: 1
  • Basım Tarihi: 2019
  • Doi Numarası: 10.20489/intjecse.583541
  • Dergi Adı: INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.31-42
  • Anahtar Kelimeler: inclusion, preschool teachers, role perception, IDENTIFYING SKILLS, YOUNG-CHILDREN, SPECIAL NEEDS, ATTITUDES, IMPACT, INSTRUCTION, BEHAVIORS, EFFICACY, STUDENTS, QUALITY
  • Anadolu Üniversitesi Adresli: Evet

Özet

The roles and responsibilities of preschool teachers are principal factors in the success of inclusive practices. Teachers should be aware of their roles and act accordingly in order to be effective in inclusive settings. The aim of this study is to evaluate preschool teachers' perceptions of their roles within the context of inclusion education. The participants were 19 preschool teachers with students with disabilities in their inclusive classrooms. Based on semi-structured interviews with the teachers, their role perceptions are discussed under six themes. Teachers are aware of some, but not all of their roles and responsibilities required of them by the relevant special law. They have significant deficiencies in knowledge and strategies necessary to adequately fulfill their legally-defined roles.