top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 02 December 2018

Evaluation of Physical Education Teacher Candidate Views Towards Inclusive Education Approach

Nalan Aksakal

Eskisehir Technical Universty, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.01.01.20

​

​

Abstract

The aim of this study is to evaluate the views of physical education teacher candidates regarding inclusive education. 119 students participated from Anadolu University and Sakarya University in this work in which a descriptive survey model is used. Inclusive Education Survey was used to obtain the data. Results show that there is no statistically significant difference between mean values of the views' sub-dimensions in accordance with "university," "age," "marital status," "person with disabilities in the family," "special education" and "inclusive education" parameters. However, a statistically significant difference between "recognition and application ability of the principles of inclusive education" in relation to the "gender" parameter is observed. There is also a statistically significant difference between "recognition and adequacy in the usability of the methods and techniques used in inclusive education" with respect to "participation in lectures, courses, seminars, etc. related to inclusive education" parameter. In conclusion, although inclusive education is accepted both in legal, practical levels in Turkey, it is obvious that there are no lectures regarding inclusive education when existing physical education and sports teaching undergraduate programs are investigated. Application dimension must also be included along with the theoretical knowledge so that inclusive education meets its objective.

References

  1. Akyıldız, S. (2017). Examination of the teacher candidates’ attitudes towards people with disabilities. Journal of Social Policy Studies, 17, 39, 141-175.

  2. Altıntaş, E. and Şengül, S. (2014). The evaluation of special education lesson in terms of attitudes towards mainstreaming and attainments. e–Kafkas Education Research Journal, 1(3),1-12.

  3. Aksüt, M., Battal, İ. and Yaldız, F. (2005). The qualifications of primary school teacher candidates related to mainstreaming education (Uşak Province Case). 14th National Congress of Educational Sciences, Denizli.

  4. Batu, S. (2000). Inclusion, support services and preparation activities for inclusion. Special Education Journal, 2 (4), 35-45.

  5. Batu, S., Kırcaali-İftar, G. and Uzuner, Y. (2004). The opinions and suggestions of the teachers in a vocational high school for girls with special needs. Ankara University Faculty of Educational Sciences Special Education Journal, 5 (2) 33-50.

  6. Battal, İ. (2007). Evaluation of the qualifications of primary school teachers and branch teachers in relation to inclusive education (Uşak Province Case). Unpublished Master's Thesis. Afyonkarahisar Kocatepe University Institute of Social Sciences.

  7. Buford, S. and Casey, L. B. (2012). Attitudes of teachers regarding their preparedness to teach students with special needs. Delta Journal of Education, 2, 2, 16-30.

  8. Dolapçı, S. and Demirtaş Yıldız, V. (2016). Prospective teachers’ self-efficacy perceptions and perspectives on inclusive education. Journal of Western Anatolia Educational Sciences, 07, 13, 141-160.

  9. Duman, S. (2003). Evaluating the curriculum with teachers' views The physical education course applied in special education classes. Unpublished Master's Thesis. Selcuk University Institute of Health Sciences.

  10. Eripek, S. (2003). Placement of children with disabilities in normal classes. Anadolu University Journal of Faculty of Education,1(2), 157-167.

  11. Guskey, T. R. (1987). Context variables that affect measures of teacher efficacy. Journal Of Educational Research, 81, 41-47.

  12. Gür A. (2001). Özürlülerin sosyal yaşama uyum süreçlerinde sportif etkinliklerin rolü. T.C. Başbakanlık Özürlüler İdaresi Başkanlığı Yayınları, Ankara.

  13. Hastings, R. P, and Oakford, S. (2003). Student teachers' attitudes towards the inclusion of children with special needs. Educational Psychology, 23, 1, 87-94.

  14. Karadeniz Hacısalihoğlu, M. (2017). Opinions of preservice teachers about special education course and mathematical applications in inclusive education. Pen Education and Human Sciences Journal, 7(1), 119-158.

  15. Karasar, N. (1995). Bilimsel araştırma yöntemi (15.Baskı). Ankara: 3A Araştırma Eğitim Danışmanlık Ltd.

  16. Kayhan, N., Şengül, A. and Akmeşe, P. P. (2012). First and second stage of primary teachers candidates investigation on the opinions of mainstreaming. Eğitim ve Öğretim Araştırmaları Dergisi, 3, 268-278.

  17. Link, S. (2008). Mainstreaming in the public schools. EBSCO Research Starters.

  18. McLeskey, J., Waldron, N. L., So, T., Swanson, K. and Loveland, T. (2001). Perspectives of teachers toward ınclusive school programs.  Teacher Education and Special Education (TESE).

  19. Milli Eğitim Bakanlığı (2000). Özel eğitim hizmetleri yönetmeliği. http://orgm.meb.gov.tr/Mevzuat/ozel_yon_SON/ozelegitimyonetmelikSON.htm.

  20. MEB (2017). Özel eğitim ve rehberlik hizmetleri yönetmeliği.

  21. http://orgm.meb.gov.tr/www/kaynastirmabutunlestirme-yoluyla-egitim-uygulamalari-genelgesi-guncellendi/icerik/934

  22. Özkuloğlu, F. (2015). To evaluate the views of the pre-service physicians on the integration programs of students with special needs. Unpublished Master's Thesis. Dokuz Eylül University Graduate School of Educational Sciences.

  23. Phillips, K. (2008). The resource room in special education. EBSCO Research Starters.

  24.  Sadioğlu, Ö., Batu, E. S. and Bilgin, A. (2012). Primary school teachers’ opinions related to inclusion of students with special needs. Uludag University Faculty of Education Journal, 25, 2, 399-432.

  25. Sarı, H. and Bozgeyikli, H. (2002). An examination of prospective teachers' attitudes towards special education: a comparative study. XII. National Special Education Congress. Ankara University Faculty of Educational Sciences Publications, 193, 57-80.

  26. Şahbaz, Ü. and Kalay, G. (2010).  The determination of views of pre-school student teachers related with inclusion. Mehmet Akif Ersoy University Faculty of Education Journal,10, 19, 116-135.

  27. Yaralı, D. (2016). Examining prospective teachers’ attitudes towards special education lesson in terms of some variables. Pamukkale University Journal of Social Sciences Institute, 24, 59-76.

  28. Yılmaz, M., Köseoğlu, P., Gerçek, C. and Soran, H. (2004). Adaptation of a teacher self-efficacy scale to Turkish. Journal of Hacettepe University Faculty of Education, 27, 260–267.

bottom of page