Examination of In-Classroom Transitions in Inclusive Preschool Classrooms

Autor/inn/en	Ergin, Emel; Bakkaloglu, Hatice
Titel	Examination of In-Classroom Transitions in Inclusive Preschool Classrooms
Quelle	In: Early Child Development and Care, 189 (2019) 5, S.820-834 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ergin, Emel) ORCID (Bakkaloglu, Hatice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1345891
Schlagwörter	Inclusion; Preschool Education; Preschool Children; Special Needs Students; Preschool Teachers; Student Adjustment; Transitional Programs; Foreign Countries; Mainstreaming; Class Activities; Disabilities; Time; Prompting; Behavior Problems; Turkey + Suchen Sie Ihr Suchwort? Inklusion; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Sonderpädagogischer Förderbedarf; Erzieher; Erzieherin; Kindergärtnerin; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Handicap; Behinderung; Zeit; Benutzerführung; Türkei
Abstract	In this study, in-classroom transitions in inclusive preschools in Turkey were examined. The study, which was conducted with the descriptive model, was carried out with 30 preschool teachers and 30 children with special needs (CWSN) and 30 children without special needs from these teachers' classes. In order to collect data, Information Form and Classroom Transitions of Preschools Observation Form were developed. Analyses from structured observations indicated that the teachers used different types of transition strategies but did not use most of the transition strategies which were suggested to be used in literature, and they spent 35.09% of two-hour school time for transitions. Statistically significant differences were found in the frequency of prompts teachers provide and in the frequency of problem behaviours displayed. Besides, the analysis revealed that children's use of time to complete transitions did not differ significantly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01