Preschool Teachers' Knowledge Levels about Inclusion

Autor/inn/en	Sucuoglu, Bülbin; Bakkaloglu, Hatice; Iscen Karasu, Fadime; Demir, Seyda; Akalin, Selma
Titel	Preschool Teachers' Knowledge Levels about Inclusion
Quelle	In: Educational Sciences: Theory and Practice, 14 (2014) 4, S.1477-1483 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
DOI	10.12738/estp.2014.4.2078
Schlagwörter	Preschool Teachers; Knowledge Level; Inclusion; Psychometrics; Test Validity; Vignettes; Disabilities; Preschool Curriculum; Student Evaluation; Family School Relationship; Test Reliability; Scores; Teaching Experience; Preservice Teacher Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Wissensbasis; Inklusion; Psychometry; Psychometrie; Testvalidität; Handicap; Behinderung; Schulnote; Studentische Bewertung; Testreliabilität; Lehramtsstudiengang; Lehrerausbildung; Ausland; Türkei
Abstract	The purpose of this study is to develop the Inclusion Knowledge Test (IKT) for assessing preschool teachers' knowledge of inclusive practices and to examine its psychometric characteristics. To achieve this purpose, the researchers wrote short stories (vignettes) focusing on the various aspects of inclusive practices, such as assessing the development of children with disabilities, adapting a preschool curriculum, and interacting with families of children with disabilities. Having been evaluated by a panel group consisting of experts who worked in special education fields, all vignettes were reviewed, and necessary adjustment and changes were made. Then the data were collected from the IKT responses of 169 preschool teachers, and validity and reliability studies were carried out. According to the results of the analysis, the IKT consists of 24 items (vignettes) loaded on one factor, and the factor loads of all items were more than 0.40. Cronbach's Alpha is 0.917. The findings showed that the preschool teachers have very limited knowledge of inclusive practices, and their IKT scores did not change according to their experience or whether or not they had children with disabilities in their classroom. However, there was a significant difference between the IKT scores of the teachers who had and did not have a special education course during their pre-service training. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10