An Analysis of the Effects of In-Service Teacher Training on Turkish Preschool Teachers' Attitudes towards Inclusion

Autor/in	Secer, Zarife
Titel	An Analysis of the Effects of In-Service Teacher Training on Turkish Preschool Teachers' Attitudes towards Inclusion
Quelle	In: International Journal of Early Years Education, 18 (2010) 1, S.43-53 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Educational Needs; Mainstreaming; Negative Attitudes; Preschool Children; Foreign Countries; Preschool Teachers; Teacher Attitudes; Test Construction; Special Needs Students; Inservice Teacher Education; Measures (Individuals); Attitudes toward Disabilities; Inclusive Schools; Attitude Measures; Pretests Posttests; Turkey + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Negative Fixierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Testaufbau; Sonderpädagogischer Förderbedarf; Lehrerfortbildung; Messdaten; Inclusive school; Integrative Schule; Türkei
Abstract	Any implementation of an inclusive policy is largely dependent on educators' attitudes. In Turkey, many teachers who educate preschool children with Special Educational Needs (SEN), and who have not received in-service teacher training (INSET) are observed to have negative attitudes towards their SEN students. The aim of this article is to examine differences between the attitudes of preschool teachers before and after an INSET course. Sixty-six preschool teachers were selected for this study which had a single group pre-post-test design. The teachers' opinions and attitudes relating to mainstreaming SEN students in regular educational environments were assessed using the "Opinions Relative to Mainstreaming" scale. The data indicate that these teachers were affected by the INSET programme in such a way that their attitudes towards the inclusion of SEN students became more positive. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10