The Determination of Priority Skills in Inclusive Classrooms Based on the Views of Primary Teachers

Autor/inn/en	Aktepe, Vedat; Temur, Murat; Yazicioglu, Tansel
Titel	The Determination of Priority Skills in Inclusive Classrooms Based on the Views of Primary Teachers
Quelle	In: Psycho-Educational Research Reviews, 10 (2021) 3, S.462-477 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aktepe, Vedat) ORCID (Temur, Murat) ORCID (Yazicioglu, Tansel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2634-7172
Schlagwörter	Skill Development; Inclusion; Students with Disabilities; Elementary School Teachers; Teacher Role; Elementary School Students; Teacher Attitudes; Foreign Countries; Self Concept; Communication Skills; Empathy; Learning Activities; Barriers; Teaching Methods; Daily Living Skills; Problem Solving; Critical Thinking; Self Management; Cooperation; Parent Role; Turkey + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Lehrerverhalten; Ausland; Selbstkonzept; Kommunikationsstil; Empathie; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Alltagsfertigkeit; Problemlösen; Kritisches Denken; Selbstmanagement; Co-operation; Kooperation; Parental role; Elternrolle; Türkei
Abstract	It is important for students with special needs to acquire some skills in inclusive classes. Therefore, basic skills should be determined by teachers working in inclusive classes and it should be ensured that students with special needs transform these skills into behaviors. This study aims to determine the priority skills in inclusive classrooms based on the views of primary teachers. Moreover, the current study focuses on the methods and techniques used during the acquisition of these skills, reveals the problems experienced in the process, offers solutions for these problems. A case study, one of the qualitative research designs, was employed in the current study. The criterion sampling method, one of the purposeful sampling methods was used to determine the study group. Seven teachers working at primary schools in Nevsehir province participated in this study. The data were collected with semi-structured interview questions and analyzed by content analysis technique using an inductive approach. The findings of the study showed that the most important skills that should be acquired in inclusive classes are self-acquaintance, communication, and empathy. (As Provided).
Anmerkungen	London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://perr.biruni.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01