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THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES

Yıl 2014, Cilt: 11 Sayı: 2, 135 - 155, 07.01.2015

Marilena Leana-taşcılar

Öz

An overview of special education literature indicates that teacher training about exceptional students has vital importance. The aim of this study is to investigate the contribution of an informational undergraduate course to the opinions toward special education qualifications and needs of all teacher candidates of education faculty. A pretest-posttest quasi - experiment non-equivalent group design was used in the research. In addition a qualitative interview method was used with 5 teacher candidates. The experimental group consisted of teacher candidates from eleven different undergraduate programs (n=420) and the control group from two different undergraduate programs one from education faculty and the other from faculty of arts (psychology department) (n=107). Special Education Qualification and Need Analysis questionnaire developed by Izci (2005) was used to collect the data. The questionnaire was administered before and after the training. Informational course includes knowledge about special education, exceptional students' features and inclusion. Findings indicated that the course has affected the opinions of teacher candidates about their qualifications and needs. At the end of the study, it was found that in the experimental group 9 of 11 teaching fields had shown significant difference between the pre and posttest results in .05 level. Also there was significantly difference between experimental and control groups in .001 level. In addition, the semi-structured interviews were also emphasized the need for special education training to teacher candidates.

Anahtar Kelimeler

-

Kaynakça

  • Ataman, A. (Ed.) (2005). Introduction to Exceptional Students and Special Education.Ankara: Gunduz Press.
  • Avci, N. (1998). Integration and Integrated Classroom Teacher. Destek, 1, 20-24.
  • Bal, S. & Avci, N. (1999). The Integration of Preschool Disabled Children to Regular Preschools. The Journal of Child Development and Education, 1, 22-27.
  • Barton, M. L. (1992). Teachers’ opinions on the implementation and effects of mainstreaming. ERIC: http://www.eric.ed.gov/PDFS/ED350802.pdf
  • Batu, S., Kircaali – Iftar, G. & Uzuner, Y. (2004). The Views and Recommendations of Teachers Regarding Inclusion in a Vocational School for Girls with Exceptional Students Included. Anadolu University, Faculty of Educational Sciences, the Journal of Special Education, 5 (2), 33 – 50.
  • Batu, S. (2000). Inclusion, support services and activities towards preparation for inclusion. The Journal of Special Education, 2 (4), 35-45.
  • Baykoc, N. (2010). Special Education for Teaching Curricula. Ankara: Seckin Press.
  • Baykoc, N. (2011). Exceptional Students and Special Education. Ankara, Turkey: Seckin Press.
  • Baysal, N. (1989). A Study on social communication behaviors in the integration of preschool children with down’s syndrome into children with regular development. Unpublished PHD thesis, Hacettepe University, Ankara.
  • Cavkaytar, A. & Diken, I. (2005 )Introduction to Special Education. Ankara: Kok Press.
  • Colak, A. (2009). A Study of Describing and Improving Social Competence Qualities in an Inclusive Primary School Classroom. Eskisehir: Anadolu University Press.
  • Deretarla, E. (2000). A study on reading comprehension skills of third grade students with normal hearing and hearing-impaired students in an inclusive school. Unpublished master’s thesis, Hacettepe University, Ankara.
  • Diken, H. I. (1998). A comparison of teachers with and without a mentally-retarded student in their classroom in terms of their attitudes to the inclusion of mentally-retarded students. Unpublished master’s thesis, Abant Izzet Baysal University, Bolu.
  • Diken, H. I. (2010). Inclusion in Primary School. Ankara: PegemA Press.
  • Elliot, D., & McKenney M. (1998). Four inclusion models that work. Teaching Exceptional Children, 30 (4), 25-47.
  • Familia-Garcia, M. (2001). Special and Regular Education Teacher’s Attitudes Towards Inclusive Programs in an Urban Community School. New York, USA: City Board of Education.
  • Giangrenco, M.F. & Putnam, J.W. (1991). Supporting the Education of Students with Disabilities in Regular Education Environments. Baltimore, USA: Brookes Publications.
  • Goldstein, H., Moss, J. & Jordan, L.J. (1972). The Efficacy of Special Class Training and the Development of Mentally Retarded Children. Cooperative Research Project No. 169, Washington, DC: US Office of Education.
  • Gottlieb, J. (1991). Fulfilling the promise? American Journal of Mental Deficiency, 86, 115 -116.
  • Granit, A. (1990). The role of art and handcraft activities in the language development of 3 to 6-year-old hearing-impaired children in inclusion. Unpublished master’s thesis, Anadolu University, Eskisehir.
  • Gresham, F.M. (1982). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 422 – 433.
  • Gresham, F.M. (1991). Social validity of the mainstreaming concept: Insignificant goals, unacceptable treatments and unimportant effects. Paper presented at the Association for Behavior Analysis, Colombus, OH.
  • Gozun, O. & Yikmis, A. (2004). The efficiency of informing prospective teachers about inclusion in the change in their attitudes towards inclusion. Ankara University, Faculty of Educational Sciences, the Journal of Special Education, 5, 2, 65 - 77.
  • Gulec, H. & Metin, N. (2000). A Comparison of educable primary school children with mental disabilities in special classes and inclusion classes with normal children in terms of their self-concepts. The Journal of Child Development and Education, 1, 2, 16-27.
  • Gurboga, C. (2003). A study of difficulties experienced by hearing-impaired students in inclusion. Unpublished master’s thesis, Ankara University, Ankara.
  • Hanline, M.F. (1995). Inclusion of preschoolers with profound disabilities: An analysis of children’s interactions. Journal of the Association for Persons with Severe Handicaps, 18, 1, 28-35.
  • Kayaoglu, H. (1999). The effect of informatory programs on the attitudes of teachers of regular classrooms towards hearing-impaired children in inclusion. Unpublished master’s thesis, Ankara University, Ankara.
  • Kircaali-Iftar, G. (1997). Inclusion in special education. Anadolu University, the Journal of Faculty of Education, 16, 45-49.
  • Izci, E. (2005). The competences of prospective classroom teachers in special education. The Electronic Journal of Social Sciences, 4, 14, 106 -114.
  • Kavanoz, A. (1999). A comparison of educable primary school children with mental disabilities in special classes and inclusion classes in terms of their adaptive behaviors. Unpublished master’s thesis, Karadeniz Technical University, Trabzon.
  • Lewis, R.B., & Doorlag, D.H. (1987). Teaching Special Students in the Mainstream. Colombus, OH: Merrill.
  • Meyer, L.H. & Putnam, J. (1988). Social integration. In V.B. Van Hasselt, P.S. Strain & M. Hersen (Ed.) Handbook of developmental and physical disabilities (pp. 107 – 133). NY,USA: Pergamon Press.
  • The Ministry of National Education, the General Directorate for Special Education Counseling and Guidance Services(2010). The number of special education institutions and students in 2009 and 2010. Ankara: MEB Press.
  • Ogletree, Earl J. & Atkinson, Lillian M., (1982). Mainstreaming Teachers Favor Mainstreaming [microform] / Earl J. Ogletree and Lillian M.Atkinson Distributed by ERIC Clearinghouse, [Washington, D.C.]
  • Pinar-Sazak, E. & Yikmis, A. (2004, Nisan). A study on primary school headmasters’ views of inclusion. Paper presented at the 14th National Special Education Congress, Bolu.
  • Sak, U. (2010). The Intellectually Gifted: Their Characteristics, Definitions and Education. Ankara: Maya Akademi Press.
  • Sart, H., Ala, H., Yazlık, Ö. & Yılmaz, F. (2004, Ekim). Where is Turkey in inclusive education? Recommendations for Educationalists. Report presented at the 123th National Educational Sciences Congress, Malatya.
  • Sargin, N. (2002). A study of preschool teachers’ attitudes towards mentally-retarded children. The book on papers presented at the 11th National Education Congress, Konya.
  • Scruggs, T.E. & Mastropieri, M.A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: a research synthesis. Exceptional Children, 63, 1, 59-74.
  • Smith, T., Polloway, E., Patton, J. & Dowdy, C. (1995). Teaching Students with Special Needs in Inclusive Settings. Needham Heights, MA: Allyn & Bacon.
  • Stainback, S. & Stainback, W. (1992). Curriculum Considerations in Inclusive Classrooms. Baltimore, USA: Paul H. Brookes.
  • Sucuoglu, B. (2004). Inclusive practices in Turkey: Publications/studies 1980-2005. The Journal of Special Education, 5, 2, 15-23.
  • Sahbaz, U. (1997). The efficiency of informing teachers about the inclusion of disabled children in the change in their attitudes towards inclusion. Unpublished master’s thesis, Abant Izzet Baysal University, Bolu.
  • Republic of Turkey, the Prime Ministry, Department of the Disabled, (1999). The 1st Council of Disabled People: Modern Society, Modern Life and the Disabled, Commission Reports and General Meeting Views. Ankara: TAKAV Publishing.
  • Tiras, Z. (2000). A comparison of students with mental deficiencies in segregation and inclusion in terms of their accommodation and academic skill. Unpublished master’s thesis, Hacettepe University, Ankara.
  • The Turkish Statistical Institute (2009). Turkey disability Survey. Ankara: The State Statistical Institute.
  • Ure, O. (2002). Special education and counseling, in Güurhan Can (Ed.), Psychological Counseling and Guidance. Ankara: PegemA Press.
  • Yikmis, A., Sahbaz, U. & Peker, S. (1997). The effect of in-service training programs on teachers’ attitudes towards inclusion. Paper presented at the 7th National Special Education Days, Eskisehir.
  • Vaughn, S., Schumm, J., Jallad, B., Slusher, J, & Saumell, L. (1994). Teachers’ views of inclusion: “I’d rather pump gas.” US Department of Education, 2-30.
  • Walker, H.M. & Lamon, W.E. (1987) Social behavior standards and expectations of Australian and U.S. teacher groups. The Journal of Special Education, 21, 3, 56-82.
  • Wilcox, B. & Sailor, W. (1980). Service delivery issues integrated educational systems. In B. Wilcox & R. York (Eds.) Quality education for the severely handicapped: The federal investment (pp.177 – 301). Washington, D.C.: U.S. Department of Education.

Yıl 2014, Cilt: 11 Sayı: 2, 135 - 155, 07.01.2015

Marilena Leana-taşcılar

Öz

Kaynakça

  • Ataman, A. (Ed.) (2005). Introduction to Exceptional Students and Special Education.Ankara: Gunduz Press.
  • Avci, N. (1998). Integration and Integrated Classroom Teacher. Destek, 1, 20-24.
  • Bal, S. & Avci, N. (1999). The Integration of Preschool Disabled Children to Regular Preschools. The Journal of Child Development and Education, 1, 22-27.
  • Barton, M. L. (1992). Teachers’ opinions on the implementation and effects of mainstreaming. ERIC: http://www.eric.ed.gov/PDFS/ED350802.pdf
  • Batu, S., Kircaali – Iftar, G. & Uzuner, Y. (2004). The Views and Recommendations of Teachers Regarding Inclusion in a Vocational School for Girls with Exceptional Students Included. Anadolu University, Faculty of Educational Sciences, the Journal of Special Education, 5 (2), 33 – 50.
  • Batu, S. (2000). Inclusion, support services and activities towards preparation for inclusion. The Journal of Special Education, 2 (4), 35-45.
  • Baykoc, N. (2010). Special Education for Teaching Curricula. Ankara: Seckin Press.
  • Baykoc, N. (2011). Exceptional Students and Special Education. Ankara, Turkey: Seckin Press.
  • Baysal, N. (1989). A Study on social communication behaviors in the integration of preschool children with down’s syndrome into children with regular development. Unpublished PHD thesis, Hacettepe University, Ankara.
  • Cavkaytar, A. & Diken, I. (2005 )Introduction to Special Education. Ankara: Kok Press.
  • Colak, A. (2009). A Study of Describing and Improving Social Competence Qualities in an Inclusive Primary School Classroom. Eskisehir: Anadolu University Press.
  • Deretarla, E. (2000). A study on reading comprehension skills of third grade students with normal hearing and hearing-impaired students in an inclusive school. Unpublished master’s thesis, Hacettepe University, Ankara.
  • Diken, H. I. (1998). A comparison of teachers with and without a mentally-retarded student in their classroom in terms of their attitudes to the inclusion of mentally-retarded students. Unpublished master’s thesis, Abant Izzet Baysal University, Bolu.
  • Diken, H. I. (2010). Inclusion in Primary School. Ankara: PegemA Press.
  • Elliot, D., & McKenney M. (1998). Four inclusion models that work. Teaching Exceptional Children, 30 (4), 25-47.
  • Familia-Garcia, M. (2001). Special and Regular Education Teacher’s Attitudes Towards Inclusive Programs in an Urban Community School. New York, USA: City Board of Education.
  • Giangrenco, M.F. & Putnam, J.W. (1991). Supporting the Education of Students with Disabilities in Regular Education Environments. Baltimore, USA: Brookes Publications.
  • Goldstein, H., Moss, J. & Jordan, L.J. (1972). The Efficacy of Special Class Training and the Development of Mentally Retarded Children. Cooperative Research Project No. 169, Washington, DC: US Office of Education.
  • Gottlieb, J. (1991). Fulfilling the promise? American Journal of Mental Deficiency, 86, 115 -116.
  • Granit, A. (1990). The role of art and handcraft activities in the language development of 3 to 6-year-old hearing-impaired children in inclusion. Unpublished master’s thesis, Anadolu University, Eskisehir.
  • Gresham, F.M. (1982). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 422 – 433.
  • Gresham, F.M. (1991). Social validity of the mainstreaming concept: Insignificant goals, unacceptable treatments and unimportant effects. Paper presented at the Association for Behavior Analysis, Colombus, OH.
  • Gozun, O. & Yikmis, A. (2004). The efficiency of informing prospective teachers about inclusion in the change in their attitudes towards inclusion. Ankara University, Faculty of Educational Sciences, the Journal of Special Education, 5, 2, 65 - 77.
  • Gulec, H. & Metin, N. (2000). A Comparison of educable primary school children with mental disabilities in special classes and inclusion classes with normal children in terms of their self-concepts. The Journal of Child Development and Education, 1, 2, 16-27.
  • Gurboga, C. (2003). A study of difficulties experienced by hearing-impaired students in inclusion. Unpublished master’s thesis, Ankara University, Ankara.
  • Hanline, M.F. (1995). Inclusion of preschoolers with profound disabilities: An analysis of children’s interactions. Journal of the Association for Persons with Severe Handicaps, 18, 1, 28-35.
  • Kayaoglu, H. (1999). The effect of informatory programs on the attitudes of teachers of regular classrooms towards hearing-impaired children in inclusion. Unpublished master’s thesis, Ankara University, Ankara.
  • Kircaali-Iftar, G. (1997). Inclusion in special education. Anadolu University, the Journal of Faculty of Education, 16, 45-49.
  • Izci, E. (2005). The competences of prospective classroom teachers in special education. The Electronic Journal of Social Sciences, 4, 14, 106 -114.
  • Kavanoz, A. (1999). A comparison of educable primary school children with mental disabilities in special classes and inclusion classes in terms of their adaptive behaviors. Unpublished master’s thesis, Karadeniz Technical University, Trabzon.
  • Lewis, R.B., & Doorlag, D.H. (1987). Teaching Special Students in the Mainstream. Colombus, OH: Merrill.
  • Meyer, L.H. & Putnam, J. (1988). Social integration. In V.B. Van Hasselt, P.S. Strain & M. Hersen (Ed.) Handbook of developmental and physical disabilities (pp. 107 – 133). NY,USA: Pergamon Press.
  • The Ministry of National Education, the General Directorate for Special Education Counseling and Guidance Services(2010). The number of special education institutions and students in 2009 and 2010. Ankara: MEB Press.
  • Ogletree, Earl J. & Atkinson, Lillian M., (1982). Mainstreaming Teachers Favor Mainstreaming [microform] / Earl J. Ogletree and Lillian M.Atkinson Distributed by ERIC Clearinghouse, [Washington, D.C.]
  • Pinar-Sazak, E. & Yikmis, A. (2004, Nisan). A study on primary school headmasters’ views of inclusion. Paper presented at the 14th National Special Education Congress, Bolu.
  • Sak, U. (2010). The Intellectually Gifted: Their Characteristics, Definitions and Education. Ankara: Maya Akademi Press.
  • Sart, H., Ala, H., Yazlık, Ö. & Yılmaz, F. (2004, Ekim). Where is Turkey in inclusive education? Recommendations for Educationalists. Report presented at the 123th National Educational Sciences Congress, Malatya.
  • Sargin, N. (2002). A study of preschool teachers’ attitudes towards mentally-retarded children. The book on papers presented at the 11th National Education Congress, Konya.
  • Scruggs, T.E. & Mastropieri, M.A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: a research synthesis. Exceptional Children, 63, 1, 59-74.
  • Smith, T., Polloway, E., Patton, J. & Dowdy, C. (1995). Teaching Students with Special Needs in Inclusive Settings. Needham Heights, MA: Allyn & Bacon.
  • Stainback, S. & Stainback, W. (1992). Curriculum Considerations in Inclusive Classrooms. Baltimore, USA: Paul H. Brookes.
  • Sucuoglu, B. (2004). Inclusive practices in Turkey: Publications/studies 1980-2005. The Journal of Special Education, 5, 2, 15-23.
  • Sahbaz, U. (1997). The efficiency of informing teachers about the inclusion of disabled children in the change in their attitudes towards inclusion. Unpublished master’s thesis, Abant Izzet Baysal University, Bolu.
  • Republic of Turkey, the Prime Ministry, Department of the Disabled, (1999). The 1st Council of Disabled People: Modern Society, Modern Life and the Disabled, Commission Reports and General Meeting Views. Ankara: TAKAV Publishing.
  • Tiras, Z. (2000). A comparison of students with mental deficiencies in segregation and inclusion in terms of their accommodation and academic skill. Unpublished master’s thesis, Hacettepe University, Ankara.
  • The Turkish Statistical Institute (2009). Turkey disability Survey. Ankara: The State Statistical Institute.
  • Ure, O. (2002). Special education and counseling, in Güurhan Can (Ed.), Psychological Counseling and Guidance. Ankara: PegemA Press.
  • Yikmis, A., Sahbaz, U. & Peker, S. (1997). The effect of in-service training programs on teachers’ attitudes towards inclusion. Paper presented at the 7th National Special Education Days, Eskisehir.
  • Vaughn, S., Schumm, J., Jallad, B., Slusher, J, & Saumell, L. (1994). Teachers’ views of inclusion: “I’d rather pump gas.” US Department of Education, 2-30.
  • Walker, H.M. & Lamon, W.E. (1987) Social behavior standards and expectations of Australian and U.S. teacher groups. The Journal of Special Education, 21, 3, 56-82.
  • Wilcox, B. & Sailor, W. (1980). Service delivery issues integrated educational systems. In B. Wilcox & R. York (Eds.) Quality education for the severely handicapped: The federal investment (pp.177 – 301). Washington, D.C.: U.S. Department of Education.

EĞİTİMİN ÖĞRETMEN ADAYLARININ ÖZEL EĞİTİM HAKKINDAKİ YETERLİKLERİNE VE İHTİYAÇLARINA ETKİSİ

Yıl 2014, Cilt: 11 Sayı: 2, 135 - 155, 07.01.2015

Marilena Leana-taşcılar

Öz

Özel eğitim literatürü incelendiğinde, sıra dışı öğrencilerin eğitiminde
öğretmenlerinin çok önemli bir rolü olduğu görülmektedir. Bu araştırmanın
amacı, eğitim fakültesinde okuyan tüm öğretmen adaylarına uygulanan bilgi temelli eğitim programının özel eğitim konusundaki yeterliklerine ve
görüşlerine etkisini ortaya koymaktır. Yarı deneysel, denk olmayan kontrol
gruplu yöntem benimsenmiştir. Ek olarak 5 öğretmen adayı ile
derinlemesine görüşme yöntemiyle veriler toplanmıştır. Deney grubu, 11
farklı bölümdeki öğretmen adayından oluşmaktadır (n=420), kontrol grubu
ise bir tanesi eğitim fakültesinde diğeri ise fen-edebiyat fakültesinde okuyan
(psikoloji öğrencileri) iki ayrı bölümün öğrencilerinden oluşmaktadır
(n=107). Veriler İzci (2005) tarafından geliştirilen Özel Eğitim Yeterlik ve
İhtiyaç Analizi ölçeği kullanılarak toplanmıştır. Ölçek eğitim programından
önce ve sonra uygulanmıştır. Bilgiye dayalı eğitim programında, özel eğitim,
özel eğitime muhtaç öğrencilerin özellikleri ve kaynaştırma ile ilgili
bilgilendirme yapılmıştır. Bulgular, eğitim programının öğretmen
adaylarının özel eğitim yeterliliklerini etkilediğini göstermektedir.
Araştırmanın sonuçları 11 öğretmen adayı grubundan 9 tanesinin özel
eğitim ile ilgili yeterliliklerinin p

Anahtar Kelimeler

Özel Eğitim Kaynaştırma Öğretmen Adaylarının Yeterlikleri ve İhtiyaçları

Kaynakça

  • Ataman, A. (Ed.) (2005). Introduction to Exceptional Students and Special Education.Ankara: Gunduz Press.
  • Avci, N. (1998). Integration and Integrated Classroom Teacher. Destek, 1, 20-24.
  • Bal, S. & Avci, N. (1999). The Integration of Preschool Disabled Children to Regular Preschools. The Journal of Child Development and Education, 1, 22-27.
  • Barton, M. L. (1992). Teachers’ opinions on the implementation and effects of mainstreaming. ERIC: http://www.eric.ed.gov/PDFS/ED350802.pdf
  • Batu, S., Kircaali – Iftar, G. & Uzuner, Y. (2004). The Views and Recommendations of Teachers Regarding Inclusion in a Vocational School for Girls with Exceptional Students Included. Anadolu University, Faculty of Educational Sciences, the Journal of Special Education, 5 (2), 33 – 50.
  • Batu, S. (2000). Inclusion, support services and activities towards preparation for inclusion. The Journal of Special Education, 2 (4), 35-45.
  • Baykoc, N. (2010). Special Education for Teaching Curricula. Ankara: Seckin Press.
  • Baykoc, N. (2011). Exceptional Students and Special Education. Ankara, Turkey: Seckin Press.
  • Baysal, N. (1989). A Study on social communication behaviors in the integration of preschool children with down’s syndrome into children with regular development. Unpublished PHD thesis, Hacettepe University, Ankara.
  • Cavkaytar, A. & Diken, I. (2005 )Introduction to Special Education. Ankara: Kok Press.
  • Colak, A. (2009). A Study of Describing and Improving Social Competence Qualities in an Inclusive Primary School Classroom. Eskisehir: Anadolu University Press.
  • Deretarla, E. (2000). A study on reading comprehension skills of third grade students with normal hearing and hearing-impaired students in an inclusive school. Unpublished master’s thesis, Hacettepe University, Ankara.
  • Diken, H. I. (1998). A comparison of teachers with and without a mentally-retarded student in their classroom in terms of their attitudes to the inclusion of mentally-retarded students. Unpublished master’s thesis, Abant Izzet Baysal University, Bolu.
  • Diken, H. I. (2010). Inclusion in Primary School. Ankara: PegemA Press.
  • Elliot, D., & McKenney M. (1998). Four inclusion models that work. Teaching Exceptional Children, 30 (4), 25-47.
  • Familia-Garcia, M. (2001). Special and Regular Education Teacher’s Attitudes Towards Inclusive Programs in an Urban Community School. New York, USA: City Board of Education.
  • Giangrenco, M.F. & Putnam, J.W. (1991). Supporting the Education of Students with Disabilities in Regular Education Environments. Baltimore, USA: Brookes Publications.
  • Goldstein, H., Moss, J. & Jordan, L.J. (1972). The Efficacy of Special Class Training and the Development of Mentally Retarded Children. Cooperative Research Project No. 169, Washington, DC: US Office of Education.
  • Gottlieb, J. (1991). Fulfilling the promise? American Journal of Mental Deficiency, 86, 115 -116.
  • Granit, A. (1990). The role of art and handcraft activities in the language development of 3 to 6-year-old hearing-impaired children in inclusion. Unpublished master’s thesis, Anadolu University, Eskisehir.
  • Gresham, F.M. (1982). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 422 – 433.
  • Gresham, F.M. (1991). Social validity of the mainstreaming concept: Insignificant goals, unacceptable treatments and unimportant effects. Paper presented at the Association for Behavior Analysis, Colombus, OH.
  • Gozun, O. & Yikmis, A. (2004). The efficiency of informing prospective teachers about inclusion in the change in their attitudes towards inclusion. Ankara University, Faculty of Educational Sciences, the Journal of Special Education, 5, 2, 65 - 77.
  • Gulec, H. & Metin, N. (2000). A Comparison of educable primary school children with mental disabilities in special classes and inclusion classes with normal children in terms of their self-concepts. The Journal of Child Development and Education, 1, 2, 16-27.
  • Gurboga, C. (2003). A study of difficulties experienced by hearing-impaired students in inclusion. Unpublished master’s thesis, Ankara University, Ankara.
  • Hanline, M.F. (1995). Inclusion of preschoolers with profound disabilities: An analysis of children’s interactions. Journal of the Association for Persons with Severe Handicaps, 18, 1, 28-35.
  • Kayaoglu, H. (1999). The effect of informatory programs on the attitudes of teachers of regular classrooms towards hearing-impaired children in inclusion. Unpublished master’s thesis, Ankara University, Ankara.
  • Kircaali-Iftar, G. (1997). Inclusion in special education. Anadolu University, the Journal of Faculty of Education, 16, 45-49.
  • Izci, E. (2005). The competences of prospective classroom teachers in special education. The Electronic Journal of Social Sciences, 4, 14, 106 -114.
  • Kavanoz, A. (1999). A comparison of educable primary school children with mental disabilities in special classes and inclusion classes in terms of their adaptive behaviors. Unpublished master’s thesis, Karadeniz Technical University, Trabzon.
  • Lewis, R.B., & Doorlag, D.H. (1987). Teaching Special Students in the Mainstream. Colombus, OH: Merrill.
  • Meyer, L.H. & Putnam, J. (1988). Social integration. In V.B. Van Hasselt, P.S. Strain & M. Hersen (Ed.) Handbook of developmental and physical disabilities (pp. 107 – 133). NY,USA: Pergamon Press.
  • The Ministry of National Education, the General Directorate for Special Education Counseling and Guidance Services(2010). The number of special education institutions and students in 2009 and 2010. Ankara: MEB Press.
  • Ogletree, Earl J. & Atkinson, Lillian M., (1982). Mainstreaming Teachers Favor Mainstreaming [microform] / Earl J. Ogletree and Lillian M.Atkinson Distributed by ERIC Clearinghouse, [Washington, D.C.]
  • Pinar-Sazak, E. & Yikmis, A. (2004, Nisan). A study on primary school headmasters’ views of inclusion. Paper presented at the 14th National Special Education Congress, Bolu.
  • Sak, U. (2010). The Intellectually Gifted: Their Characteristics, Definitions and Education. Ankara: Maya Akademi Press.
  • Sart, H., Ala, H., Yazlık, Ö. & Yılmaz, F. (2004, Ekim). Where is Turkey in inclusive education? Recommendations for Educationalists. Report presented at the 123th National Educational Sciences Congress, Malatya.
  • Sargin, N. (2002). A study of preschool teachers’ attitudes towards mentally-retarded children. The book on papers presented at the 11th National Education Congress, Konya.
  • Scruggs, T.E. & Mastropieri, M.A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: a research synthesis. Exceptional Children, 63, 1, 59-74.
  • Smith, T., Polloway, E., Patton, J. & Dowdy, C. (1995). Teaching Students with Special Needs in Inclusive Settings. Needham Heights, MA: Allyn & Bacon.
  • Stainback, S. & Stainback, W. (1992). Curriculum Considerations in Inclusive Classrooms. Baltimore, USA: Paul H. Brookes.
  • Sucuoglu, B. (2004). Inclusive practices in Turkey: Publications/studies 1980-2005. The Journal of Special Education, 5, 2, 15-23.
  • Sahbaz, U. (1997). The efficiency of informing teachers about the inclusion of disabled children in the change in their attitudes towards inclusion. Unpublished master’s thesis, Abant Izzet Baysal University, Bolu.
  • Republic of Turkey, the Prime Ministry, Department of the Disabled, (1999). The 1st Council of Disabled People: Modern Society, Modern Life and the Disabled, Commission Reports and General Meeting Views. Ankara: TAKAV Publishing.
  • Tiras, Z. (2000). A comparison of students with mental deficiencies in segregation and inclusion in terms of their accommodation and academic skill. Unpublished master’s thesis, Hacettepe University, Ankara.
  • The Turkish Statistical Institute (2009). Turkey disability Survey. Ankara: The State Statistical Institute.
  • Ure, O. (2002). Special education and counseling, in Güurhan Can (Ed.), Psychological Counseling and Guidance. Ankara: PegemA Press.
  • Yikmis, A., Sahbaz, U. & Peker, S. (1997). The effect of in-service training programs on teachers’ attitudes towards inclusion. Paper presented at the 7th National Special Education Days, Eskisehir.
  • Vaughn, S., Schumm, J., Jallad, B., Slusher, J, & Saumell, L. (1994). Teachers’ views of inclusion: “I’d rather pump gas.” US Department of Education, 2-30.
  • Walker, H.M. & Lamon, W.E. (1987) Social behavior standards and expectations of Australian and U.S. teacher groups. The Journal of Special Education, 21, 3, 56-82.
  • Wilcox, B. & Sailor, W. (1980). Service delivery issues integrated educational systems. In B. Wilcox & R. York (Eds.) Quality education for the severely handicapped: The federal investment (pp.177 – 301). Washington, D.C.: U.S. Department of Education.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Marilena Leana-taşcılar

Yayımlanma Tarihi 7 Ocak 2015
Yayımlandığı Sayı Yıl 2014 Cilt: 11 Sayı: 2

Kaynak Göster

APA Leana-taşcılar, M. (2015). THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES. HAYEF Journal of Education, 11(2), 135-155.
AMA Leana-taşcılar M. THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES. HAYEF Journal of Education. Ocak 2015;11(2):135-155.
Chicago Leana-taşcılar, Marilena. “THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES”. HAYEF Journal of Education 11, sy. 2 (Ocak 2015): 135-55.
EndNote Leana-taşcılar M (01 Ocak 2015) THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES. HAYEF Journal of Education 11 2 135–155.
IEEE M. Leana-taşcılar, “THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES”, HAYEF Journal of Education, c. 11, sy. 2, ss. 135–155, 2015.
ISNAD Leana-taşcılar, Marilena. “THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES”. HAYEF Journal of Education 11/2 (Ocak 2015), 135-155.
JAMA Leana-taşcılar M. THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES. HAYEF Journal of Education. 2015;11:135–155.
MLA Leana-taşcılar, Marilena. “THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES”. HAYEF Journal of Education, c. 11, sy. 2, 2015, ss. 135-5.
Vancouver Leana-taşcılar M. THE CONTRIBUTION OF EDUCATION TO THE SPECIAL EDUCATION QUALIFICATIONS AND NEEDS OF TEACHER CANDIDATES. HAYEF Journal of Education. 2015;11(2):135-5.
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