Brief Overview into Inclusive Settings in Higher Education in Turkey

Year 2015, Volume: 4 Issue: 6, 63 - 73, 02.11.2015

Yelkin Diker Coşkun , Ayşe Büşra Subaşı Yurtçu Önder Coşkun

Abstract

Problems that individuals with disabilities meet can
be listed as social exclusion, inequality in access to health services,
education and personal development, and inhibition of their access to
fundamental rights and freedoms such as participation in professional life.
Among possible preventions against these problems, the significance of
inclusive education arises. Inclusive education provides the individual with
special needs with the opportunity of being educated with his peers and
obtaining ideal educational facilities for his requirements. Statistical data
related to the rates of individuals with disabilities benefiting from
educational services in Turkey is considerably worrisome. In addition,
attending primary and secondary education is viewed as satisfactory for people
with disabilities. Therefore, current conditions are not able to meet the needs
of university students with disabilities in Turkey. For making higher education
system in accordance with inclusive education in Turkey, a framework which will
be used for developing programs including phases and adaptation of these
programs may be created. This framework may be a useful guideline for
adaptation of any program to inclusive education. The phases in this framework
may be structured as pre-system arrangement, recognition of inputs,
participation to process and transformation to dynamics, evaluation, and
monitoring life span development.

Keywords

disabilities, higher education, inclusive education

References

• Aslan, M., Şeker., S. 2011. Social Perception and Exclusion Related to Individuals with Disabilities – An example from Siirt. III. International Symposium for Social Rights. October, in Kocaeli, Turkey. [in Turkish].
• Claiborne, L. B., Cornforth, S., Gibson A. & Smith A. 2011. Supporting students with impairments in higher education: social inclusion or cold comfort? International Journal of Inclusive Education, 15: 513-527.
• Çankaya, Ö., Korkmaz, İ. 2012. Evaluation of Inclusive Education in the First Stage of Primary Education according to Opinions of Classroom Teachers. Journal of Ahi Evran University Kırşehir Faculty of Education [in Turkish]. 13: 1-16.
• ERG [Sabancı University, Educational Reform Initiative] 2011. The Project of Suggestions for Policy and Implementations for Improving Efficiency of Inclusion/Integration. The State of Inclusion/Integration in Turkey. [in Turkish]. http://www.sabancivakfi.org/files/html/programlar/tghp/Tohum_Kaynastirma_Durum_Raporu.pdf ERG [Sabancı University, Educational Reform Initiative]. The Project of Suggestions for Policy and Implementations for Improving Efficiency of Inclusion/Integration. Guide for Support Model of Inclusion/Integration. [in Turkish http://erg.sabanciuniv.edu/sites/erg.sabanciuniv.edu/files/KaynastirmaDestekModeli.31.10.11.baski_.pdf GAO [United States Government Accountability Office] 2009. Higher Education and Disability. Education Needs a Coordinated Approach to Improve Its Assistance to Schools in Supporting Students. http://www.gao.gov/new.items/d1033.pdf General Directorate of Family and Community Services 2011. The Report of Research on Family Structure in Turkey. Ministry of Family and Social Policy, General Directorate of Family and Community Services Publications. [in Turkish]. http://www.ailetoplum.gov.tr/upload/athgm.gov.tr/mce/2013/taya_kitap_butun.pdf
• Kavak, Y. (2011). Appearance of Higher Education in Turkey and View of the Future. Journal of Science and Higher Education, Zonguldak Karaelmas University Research and Application Center for Higher Education Studies [in Turkish] 1: 38-43.
• Kırcaali-İftar, G. 1992. Inclusion in Special Education. Education and Science [in Turkish] 16: 45-50. Kırcaali İftar, G. 1998. Individuals with Special Needs and Special Education. Ed. S. Eripek. Eskişehir Anadolu University Distance Education Faculty Elementary School Teaching Undergraduate Program [in Turkish]. 1-13. Lingard, B. 2007. Pedagogies of indifference, International Journal of Inclusive Education, 11: 245-266 MEB 2006. [Ministry of Education in Turkey] Code for Special Education Services. Peters, S. 2004. Inclusive Education: An Efa Strategy For All Children. World Bank Report November. Sağlık Bakanlığı [Ministry of Health], Basic Information Guide about Accessibility for People with Disabilities (2012). [in Turkish] http://www.ghs.gov.tr/haberres/engelli-rehberi.pdf Sucuoğlu, B. 2006. Effective Implementations in Inclusive Education. Ekinoks Publishing. [in Turkish] Ankara. The Development of Education Reports for Canada Report 2008. The Education Systems in Canada-Facing the Challenges of the Twenty¬ First Century Report Two: Inclusive Education in Canada: The Way of the Future Prepared by The Council of Ministers of Education, Canada in collaboration with The Canadian Commission for UNESCO.http://www.cmec.ca/Publications/Lists/Publications/Attachments/122/ICE2008-reports-canada.en.pdf
• Tuş, Ö., Tekinarslan, İ. Ç. 2013. Identifying Difficulties that Preschool Students with Special Needs Meet according to Opinions of their Mothers. Journal of Dumlupınar University Social Sciences. 35. TÜBİTAK [The Scientific and Technological Research Council of Turkey] 2006. Research Group for Social and Human Sciences. Disability Research in Turkey.-2002 Secondary Analysis Report. http://www.ozgurarun.com.tr/rap/TufanveArun_TOA.pdf TÜBİTAK [The Scientific and Technological Research Council of Turkey] 2012. Vision 2023 Report. http://www.tubitak.gov.tr/tr/kurumsal/politikalar/icerik-vizyon-2023
• Varol, Ç. 2010. Research Report for Evaluation of Inclusive Education in Turkey. Ministry of Education, Department of Educational Research and Development Publications [in Turkish]. Ankara. World Health Organization. 2011. The Report of Disability in the World. Executive Summary [in Turkish]. http://siteresources.worldbank.org/TURKEYINTURKISHEXTN/Resources/455687-1328710754698/YoneticiOzeti.pdf