An Analysis of Classroom Teachers' Awareness of Inclusive Education

Autor/inn/en	Sirem, Özgür; Çatal, Turgay
Titel	An Analysis of Classroom Teachers' Awareness of Inclusive Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 2, S.203-217 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sirem, Özgür) ORCID (Çatal, Turgay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2050971
Schlagwörter	Foreign Countries; Grade 3; Grade 4; Elementary School Teachers; Knowledge Level; Inclusion; Teacher Competencies; Interpersonal Competence; Emotional Intelligence; Special Needs Students; Special Education; Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Inklusion; Lehrkunst; Interpersonale Kompetenz; Emotionale Intelligenz; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Türkei
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01