Research Article
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An Art Based Study on School Administrators’ Awareness of Inclusive Education

Year 2023, Volume: 11 Issue: 1, 75 - 96, 30.04.2023
https://doi.org/10.57115/karefad.1276345

Abstract

In the research, the awareness of school administrators, who play a key role in school culture and student success, about inclusive education, their practices and suggestions for making schools more inclusive were examined. In the research, to reveal the awareness, practices and suggestions of school administrators on inclusive education case study, one of the qualitative research methods, was used focusing on combining the creative possibilities of art with social science research through bibliotherapy and drama methods. The data of the research were collected through an online questionnaire and a 3-hour bibliotherapy and drama workshop. Fifteen school administrators (principal and assistant principal, branch manager) who had a non-thesis master’s degree in the field of educational administration participated in the research. All of the participants emphasized that inclusive education is an important problem. Participants associated inclusive education with the concepts of inclusion, equality, immigrant, refugee, disadvantaged, respect for differences and differentiated education. It was observed that the participants limited the students who need inclusive education to immigrants and individuals with disabilities and did not include individuals who were socio-economically disadvantaged, gifted or with a different sexual orientation in this classification. Most of the school administrators stated that the schools they work in were not inclusive enough, and the reason for this was the negative attitudes of the educators on inclusive education, their lack of knowledge and experience, their inability to differentiate education and the use of classical education and training methods as the reason for this negative opinion. Providing teachers and administrators with practical training on inclusive education will help eliminate negative attitudes on this subject and enable educators to use inclusive education practices in their schools by gaining experience.

References

  • Ainscow, M., Slee, R., & Best, M. (2019). The Salamanca statement: 25 years on. International Journal of Inclusive Education, 14(4), 671-676.
  • Aksungur, S. (2022). Okul yöneticilerinin kapsayıcı eğitime ilişkin tutumları, yaşadıkları sorunlar ve çözüm önerileri [Yüksek Lisans Tezi, Pamukkale Üniversitesi]. http://acikerisim.pau.edu.tr/bitstream/handle/11499/45795/Saniye%20Aksungur%20-%2025_Temmuz.pdf?sequence=1&isAllowed=y
  • Alfaro, P., & Parker, P. (2022). Education during the COVID-19 pandemic: Access, inclusion and psychosocial support: Studies and perspectives. ECLAC subregional headquarters for the caribbean 104, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL).
  • Asar, M. (2020). Kapsayıcı öğrenme ortamlarına ilişkin yöneticilerin görüşleri (Denizli ili Pamukkale ilçe örneği) [Yüksek Lisans Tezi, Pamukkale Üniversitesi]. http://acikerisim.pau.edu.tr/handle/11499/35046
  • Bai, H., & Martin, S. M. (2015). Assessing the needs of training on inclusive education for public school administrators. International Journal of Inclusive Education, 19(12), 1229-1243.
  • Ball, J. (2010). Educational equity for children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years. UNESCO International Symposium: Translation and Cultural Mediation, Paris.
  • Ball, K., & Green, R. L. (2014). An investigation of the attitudes of school leaders toward the inclusion of students with disabilities in the general education setting. National Forum of Applied Educational Research Journal, 27(1/2), 57-76.
  • Bateman, D. F., & Bateman, C. F. (2014). A principal’s guide to special education (3rd ed.). A Council for Exceptional Children.
  • Booth, T. (1996). A perspective on inclusion from England. Cambridge Journal of Education, 26(1), 87-99.
  • Brantlinger, E., Jimenez, R., Klingner, J. K., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207.
  • Cansız, N., & Cansız, M. (2018). The validity and reliability study of Turkish version of the sentiments, attitudes, and concerns about inclusive education scale. Kastamonu Education Journal, 26(2), 271-280.
  • Chandler, T. L. (2015). School principal attitudes toward the ınclusion of students with disabilities [Unpublished doctoral dissertation, Walden University]. https://www.proquest.com/openview/8ebe1dcc49dfa9039aa93eee082a141c/1?pq-origsite=gscholar&cbl=18750
  • Choi, J. O. (2008). Attitudes and perceptions of South Korean elementary school principals toward the inclusion of students with disabilities. University of Illinois at Urbana-Champaign.
  • Dilekçi, Ü. (2019). Okul yöneticilerinin “kapsayıcı eğitim” kavramına ilişkin algıları: Bir metafor analizi çalışması. 14. Uluslararası Eğitim Yönetimi Kongresi.
  • Dönmez, A., & Demir Başaran, S. (2022). Okul yöneticileri kapsayıcı eğitim tutum ölçeğinin geliştirilmesi ve uygulama sonuçlarının değerlendirilmesi. A. Dönger (Ed.), Eğitim bilimleri içinde (ss. ??-??). İVPE Yayıncılık.
  • Erdoğan, A., Hoplamaz, F., Atmaca, G., & Kesik, A. (2022). Okul yöneticilerinin kapsayıcı eğitime ilişkin görüşleri, yaşadıkları sorunlar ve çözüm önerileri: Nitel bir çalışma. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, 6(10), 231-246.
  • Ewing, D. L., Monsen, J. J., & Kielblock, S. (2018). Teachers’ attitudes towards inclusive education: A critical review of published questionnaires. Educational Psychology in Practice, 34(2), 150-165.
  • Farris, T. K. (2011). Texas high school principals’ attitudes toward the inclusion of students with disabilities in the general education classroom. University of North Texas.
  • Florian, L. (2008). Special or inclusive education: Future trends. British Journal of Special Education, 35(4), 202-208.
  • Galano, J. A. (2012). Urban elementary school principals’ attitudes towards the ınclusive environment [Unpublished doctoral dissertation, Seton Hall University]. https://www.proquest.com/openview/5b9f2cdb3699c8c4261d73e1ebd7d0bb/1?pq-origsite=gscholar&cbl=18750
  • Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated ınstruction. International Journal of Instruction, 13(4), 781-798.
  • Goley, B. W. (2013). Are school administrators’ and teachers’ attitudes towards ınclusion ınfluenced by the change process? [Unpublished doctoral dissertation, University of Louisville]. https://scholar.google.com.tr/scholar?hl=en&as_sdt=0%2C5&q=Are+school+administrators%27+and+teachers%27+attitudes+towards+%C4%B1nclusion+%C4%B1nfluenced+by+the+change+process&btnG=
  • Gous, J. G., Eloff, I., & Moen, M. C. (2014). How inclusive education is understood by principals of independent schools. International Journal of Inclusive Education, 18(5), 535-552.
  • Hack, A. J. (2014). Pennsylvania middle school principals’ attitudes toward the ınclusion of students with disabilities in the regular education classroom [Unpublished doctoral dissertation, Wilkes University]. https://www.proquest.com/openview/db8ee18def242b188eae65cdb76a131b/1?pq-origsite=gscholar&cbl=18750
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Jokela, T., & Huhmarniemi, M. (2018). Art-based action research in the development work of arts and art education. The lure of Lapland: A handbook of arctic art and design.
  • Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54, 250-270.
  • Kanewischer, E. (2013). Do you ever feel that way? A Story and activities about families and feelings. Journal of Creativity in Mental Health, 8(1), 70-80.
  • Kuyubaşı, S., & Demir Başaran, S. (2022). Okul yöneticilerinin sosyal yeterlik ve sosyal sonuç beklenti düzeylerinin çeşitli değişkenler açısından incelenmesi. A. Dönger (Ed.), Eğitim bilimleri içinde (ss. ??-??). İVPE Yayıncılık.
  • Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education, 1-21.
  • Losinski, M., Ennis, R., Katsiyannis, A., & Rapa, L. J. (2019). Schools as change agents in reducing bias and discrimination: Shaping behaviors and attitudes. Journal of Child and Family Studies, 28(10), 2718-2726.
  • Mahat, M. (2008). The development of a psychometrically-sound instrument to measure teachers’ multidimensional attitudes toward inclusive education. International Journal of Special Education, 23(1), 82-9.
  • Mahoney, K. (2018). Elementary principals’ attitudes and perceptions towards creating inclusive school environments for students with disabilities [Unpublished doctoral Dissertation, California State Polytechnic University]. https://www.proquest.com/openview/a9b4994d9b99ba63fed2bb0a243efe43/1?pq-origsite=gscholar&cbl=18750&diss=y
  • McLeskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, inclusive elementary school. The Journal of Special Education, 48(1), 59-70.
  • McLeskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, Inclusive elementary school. Journal of Special Education, 48(1), 59-70.
  • Mengistie, M. S. (2020). Primary school teachers’ knowledge, attitude and practice of differentiated instruction: The case of inservice teacher-trainees of Debre Markos college of teacher education, West Gojjam Zone, Amhara Region, Ethiopia. International Journal of Curriculum and Instruction, 12(1), 98-114.
  • Mokaleng, M., & Möwes, A. D. (2020). Issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke Region of Namibia. Journal of Curriculum and Teaching, 9(22), 78-90.
  • Monsen, J. J., Ewing, D. L., & Boyle, J. (2015). Psychometric properties of the revised teachers’ attitude toward inclusion scale. International Journal of School & Educational Psychology, 3(1), 64-71.
  • Özbek, Ö. Y., & Taneri, P. O. (2022). İlkokullar için akran zorbalığı önleme modülünün tanıtımı. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 55-87.
  • Özbek-Baştuğ, Ö. Y., & Çelik, B. (2011). İlköğretimde öğretmen, müdür ve müfettişlerin kadın yöneticilere yönelik tutumları. Kuram ve Uygulamada Eğitim Yönetimi, 1(1), 63-76.
  • Sapancalı, F. (2005). Sosyal dışlanma. Dokuz Eylül Yayınları.
  • Seregina, U. A. (2020). Co-creating bodily, interactive, and reflexive knowledge through art-based research. Consumption Markets & Culture, 23(6), 513-536.
  • Sharma, U., & Chow, E. W. (2008). The Attitudes of Hong Kong primary school principals toward ıntegrated education. Asia Pacific Education Review, 9(3), 380-391.
  • Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-service teachers’ attitudes, concerns and sentiments about inclusive education: An international comparison of novice pre-service teachers. International Journal of Special Education, 21(2), 80-93.
  • Slee, R. (2006). Inclusive schooling as a means and end of education. The SAGE Handbook of Special Education.
  • Taneri, P. O. (2022). Kapsayıcı eğitim uygulamaları: Çeşitlilikleri ve farklılıkları kucaklayan kapsayıcı çemberi genişletme. Eğiten Kitap Yayınevi.
  • UNESCO. (2009). Policy guidelines on inclusion in education. ED.2009/WS/31. https://unesdoc.unesco.org/ark:/48223/pf0000177849
  • Vazquez, M. F. (2010). Inclusionary practices: Impact of administrators’ beliefs on placement decisions. [Doctoral dissertation, University of Central Florida]. https://www.proquest.com/docview/733910400
  • Walker, A., & Walker, C. (1997). Britain divided: The growth of social exclusion in the 1980s and 1990s. Child Poverty Action Group.
  • Ydo, Y. (2020). Inclusive education: Global priority, collective responsibility. Prospects, 49(3-4), 97-101. https://doi.org/10.1007/s11125-020-09520-y

Okul Yöneticilerinin Kapsayıcı Eğitime İlişkin Farkındalıkları Üzerine Sanat-Temelli Bir Çalışma

Year 2023, Volume: 11 Issue: 1, 75 - 96, 30.04.2023
https://doi.org/10.57115/karefad.1276345

Abstract

Araştırmada, okul kültüründe ve öğrenci başarısında kilit rol oynayan okul yöneticilerinin kapsayıcı eğitim konusundaki farkındalıkları, uygulamaları ve okulların daha kapsayıcı hale getirilmesi için önerileri incelenmiştir. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmış olup, sanatın yaratıcı olanaklarını sosyal bilim araştırmalarıyla birleştirmeye odaklanılmış, bibliyoterapi ve drama yöntemleri aracılığı ile okul yöneticilerinin kapsayıcı eğitim konusundaki farkındalıkları, uygulamaları ve bu konudaki önerileri ortaya çıkarılmaya çalışılmıştır. Araştırmanın verileri çevrim içi ortamda uygulanan bir anket formu ve 3 saatlik bibliyoterapi ve drama atölyesi aracılığıyla toplanmıştır. Araştırmaya eğitim yönetimi alanında tezsiz yüksek lisans yapan 15 okul yöneticisi (müdür ve müdür yardımcısı, şube müdürü) katılmıştır. Katılımcıların tamamı kapsayıcı eğitimin önemli bir sorun olduğunu vurgulamıştır. Katılımcılar, kapsayıcı eğitimi kaynaştırma, eşitlik, göçmen, mülteci, dezavantajlı, farklılıklara saygı ve farklılaştırılmış eğitim kavramları ile ilişkilendirmişlerdir. Katılımcıların, kapsayıcı eğitime ihtiyaç duyan öğrencileri göçmen ve engelli bireylerle sınırlandırdıkları ve sosyo-ekonomik bakımdan dezavantajlı, üstün yetenekli ya da cinsel yönelimi farklı olan bireyleri bu sınıflamaya dahil etmedikleri görülmüştür. Okul yöneticilerinin büyük bir kısmı görev yaptıkları okulların yeterince kapsayıcı olmadığını belirtmiş ve bunun sebebi olarak da eğitimcilerin kapsayıcı eğitim konusundaki olumsuz tutumları, bilgi ve tecrübe eksiklikleri, eğitimi farklılaştıramamaları ve klasik eğitim öğretim yöntemlerinin kullanılmaları olarak uygulanması bu olumsuz görüşün sebebi olarak verilmiştir. Öğretmenlere ve yöneticilere kapsayıcı eğitim konusunda uygulamaya dayalı eğitimlerin verilmesi, bu konudaki olumsuz tutumların ortadan kaldırılmasını ve eğitimcilerin tecrübe kazanarak kapsayıcı eğitim uygulamalarını okullarında kullanmalarını sağlayacaktır.

References

  • Ainscow, M., Slee, R., & Best, M. (2019). The Salamanca statement: 25 years on. International Journal of Inclusive Education, 14(4), 671-676.
  • Aksungur, S. (2022). Okul yöneticilerinin kapsayıcı eğitime ilişkin tutumları, yaşadıkları sorunlar ve çözüm önerileri [Yüksek Lisans Tezi, Pamukkale Üniversitesi]. http://acikerisim.pau.edu.tr/bitstream/handle/11499/45795/Saniye%20Aksungur%20-%2025_Temmuz.pdf?sequence=1&isAllowed=y
  • Alfaro, P., & Parker, P. (2022). Education during the COVID-19 pandemic: Access, inclusion and psychosocial support: Studies and perspectives. ECLAC subregional headquarters for the caribbean 104, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL).
  • Asar, M. (2020). Kapsayıcı öğrenme ortamlarına ilişkin yöneticilerin görüşleri (Denizli ili Pamukkale ilçe örneği) [Yüksek Lisans Tezi, Pamukkale Üniversitesi]. http://acikerisim.pau.edu.tr/handle/11499/35046
  • Bai, H., & Martin, S. M. (2015). Assessing the needs of training on inclusive education for public school administrators. International Journal of Inclusive Education, 19(12), 1229-1243.
  • Ball, J. (2010). Educational equity for children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years. UNESCO International Symposium: Translation and Cultural Mediation, Paris.
  • Ball, K., & Green, R. L. (2014). An investigation of the attitudes of school leaders toward the inclusion of students with disabilities in the general education setting. National Forum of Applied Educational Research Journal, 27(1/2), 57-76.
  • Bateman, D. F., & Bateman, C. F. (2014). A principal’s guide to special education (3rd ed.). A Council for Exceptional Children.
  • Booth, T. (1996). A perspective on inclusion from England. Cambridge Journal of Education, 26(1), 87-99.
  • Brantlinger, E., Jimenez, R., Klingner, J. K., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207.
  • Cansız, N., & Cansız, M. (2018). The validity and reliability study of Turkish version of the sentiments, attitudes, and concerns about inclusive education scale. Kastamonu Education Journal, 26(2), 271-280.
  • Chandler, T. L. (2015). School principal attitudes toward the ınclusion of students with disabilities [Unpublished doctoral dissertation, Walden University]. https://www.proquest.com/openview/8ebe1dcc49dfa9039aa93eee082a141c/1?pq-origsite=gscholar&cbl=18750
  • Choi, J. O. (2008). Attitudes and perceptions of South Korean elementary school principals toward the inclusion of students with disabilities. University of Illinois at Urbana-Champaign.
  • Dilekçi, Ü. (2019). Okul yöneticilerinin “kapsayıcı eğitim” kavramına ilişkin algıları: Bir metafor analizi çalışması. 14. Uluslararası Eğitim Yönetimi Kongresi.
  • Dönmez, A., & Demir Başaran, S. (2022). Okul yöneticileri kapsayıcı eğitim tutum ölçeğinin geliştirilmesi ve uygulama sonuçlarının değerlendirilmesi. A. Dönger (Ed.), Eğitim bilimleri içinde (ss. ??-??). İVPE Yayıncılık.
  • Erdoğan, A., Hoplamaz, F., Atmaca, G., & Kesik, A. (2022). Okul yöneticilerinin kapsayıcı eğitime ilişkin görüşleri, yaşadıkları sorunlar ve çözüm önerileri: Nitel bir çalışma. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, 6(10), 231-246.
  • Ewing, D. L., Monsen, J. J., & Kielblock, S. (2018). Teachers’ attitudes towards inclusive education: A critical review of published questionnaires. Educational Psychology in Practice, 34(2), 150-165.
  • Farris, T. K. (2011). Texas high school principals’ attitudes toward the inclusion of students with disabilities in the general education classroom. University of North Texas.
  • Florian, L. (2008). Special or inclusive education: Future trends. British Journal of Special Education, 35(4), 202-208.
  • Galano, J. A. (2012). Urban elementary school principals’ attitudes towards the ınclusive environment [Unpublished doctoral dissertation, Seton Hall University]. https://www.proquest.com/openview/5b9f2cdb3699c8c4261d73e1ebd7d0bb/1?pq-origsite=gscholar&cbl=18750
  • Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated ınstruction. International Journal of Instruction, 13(4), 781-798.
  • Goley, B. W. (2013). Are school administrators’ and teachers’ attitudes towards ınclusion ınfluenced by the change process? [Unpublished doctoral dissertation, University of Louisville]. https://scholar.google.com.tr/scholar?hl=en&as_sdt=0%2C5&q=Are+school+administrators%27+and+teachers%27+attitudes+towards+%C4%B1nclusion+%C4%B1nfluenced+by+the+change+process&btnG=
  • Gous, J. G., Eloff, I., & Moen, M. C. (2014). How inclusive education is understood by principals of independent schools. International Journal of Inclusive Education, 18(5), 535-552.
  • Hack, A. J. (2014). Pennsylvania middle school principals’ attitudes toward the ınclusion of students with disabilities in the regular education classroom [Unpublished doctoral dissertation, Wilkes University]. https://www.proquest.com/openview/db8ee18def242b188eae65cdb76a131b/1?pq-origsite=gscholar&cbl=18750
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Jokela, T., & Huhmarniemi, M. (2018). Art-based action research in the development work of arts and art education. The lure of Lapland: A handbook of arctic art and design.
  • Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54, 250-270.
  • Kanewischer, E. (2013). Do you ever feel that way? A Story and activities about families and feelings. Journal of Creativity in Mental Health, 8(1), 70-80.
  • Kuyubaşı, S., & Demir Başaran, S. (2022). Okul yöneticilerinin sosyal yeterlik ve sosyal sonuç beklenti düzeylerinin çeşitli değişkenler açısından incelenmesi. A. Dönger (Ed.), Eğitim bilimleri içinde (ss. ??-??). İVPE Yayıncılık.
  • Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education, 1-21.
  • Losinski, M., Ennis, R., Katsiyannis, A., & Rapa, L. J. (2019). Schools as change agents in reducing bias and discrimination: Shaping behaviors and attitudes. Journal of Child and Family Studies, 28(10), 2718-2726.
  • Mahat, M. (2008). The development of a psychometrically-sound instrument to measure teachers’ multidimensional attitudes toward inclusive education. International Journal of Special Education, 23(1), 82-9.
  • Mahoney, K. (2018). Elementary principals’ attitudes and perceptions towards creating inclusive school environments for students with disabilities [Unpublished doctoral Dissertation, California State Polytechnic University]. https://www.proquest.com/openview/a9b4994d9b99ba63fed2bb0a243efe43/1?pq-origsite=gscholar&cbl=18750&diss=y
  • McLeskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, inclusive elementary school. The Journal of Special Education, 48(1), 59-70.
  • McLeskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, Inclusive elementary school. Journal of Special Education, 48(1), 59-70.
  • Mengistie, M. S. (2020). Primary school teachers’ knowledge, attitude and practice of differentiated instruction: The case of inservice teacher-trainees of Debre Markos college of teacher education, West Gojjam Zone, Amhara Region, Ethiopia. International Journal of Curriculum and Instruction, 12(1), 98-114.
  • Mokaleng, M., & Möwes, A. D. (2020). Issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke Region of Namibia. Journal of Curriculum and Teaching, 9(22), 78-90.
  • Monsen, J. J., Ewing, D. L., & Boyle, J. (2015). Psychometric properties of the revised teachers’ attitude toward inclusion scale. International Journal of School & Educational Psychology, 3(1), 64-71.
  • Özbek, Ö. Y., & Taneri, P. O. (2022). İlkokullar için akran zorbalığı önleme modülünün tanıtımı. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 55-87.
  • Özbek-Baştuğ, Ö. Y., & Çelik, B. (2011). İlköğretimde öğretmen, müdür ve müfettişlerin kadın yöneticilere yönelik tutumları. Kuram ve Uygulamada Eğitim Yönetimi, 1(1), 63-76.
  • Sapancalı, F. (2005). Sosyal dışlanma. Dokuz Eylül Yayınları.
  • Seregina, U. A. (2020). Co-creating bodily, interactive, and reflexive knowledge through art-based research. Consumption Markets & Culture, 23(6), 513-536.
  • Sharma, U., & Chow, E. W. (2008). The Attitudes of Hong Kong primary school principals toward ıntegrated education. Asia Pacific Education Review, 9(3), 380-391.
  • Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-service teachers’ attitudes, concerns and sentiments about inclusive education: An international comparison of novice pre-service teachers. International Journal of Special Education, 21(2), 80-93.
  • Slee, R. (2006). Inclusive schooling as a means and end of education. The SAGE Handbook of Special Education.
  • Taneri, P. O. (2022). Kapsayıcı eğitim uygulamaları: Çeşitlilikleri ve farklılıkları kucaklayan kapsayıcı çemberi genişletme. Eğiten Kitap Yayınevi.
  • UNESCO. (2009). Policy guidelines on inclusion in education. ED.2009/WS/31. https://unesdoc.unesco.org/ark:/48223/pf0000177849
  • Vazquez, M. F. (2010). Inclusionary practices: Impact of administrators’ beliefs on placement decisions. [Doctoral dissertation, University of Central Florida]. https://www.proquest.com/docview/733910400
  • Walker, A., & Walker, C. (1997). Britain divided: The growth of social exclusion in the 1980s and 1990s. Child Poverty Action Group.
  • Ydo, Y. (2020). Inclusive education: Global priority, collective responsibility. Prospects, 49(3-4), 97-101. https://doi.org/10.1007/s11125-020-09520-y
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Information Systems Education
Journal Section Articles
Authors

Özlem Yeşim Özbek 0000-0002-4222-4040

Pervin Oya Taneri 0000-0003-3482-3868

Publication Date April 30, 2023
Submission Date April 3, 2023
Published in Issue Year 2023 Volume: 11 Issue: 1

Cite

APA Özbek, Ö. Y., & Taneri, P. O. (2023). Okul Yöneticilerinin Kapsayıcı Eğitime İlişkin Farkındalıkları Üzerine Sanat-Temelli Bir Çalışma. Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi, 11(1), 75-96. https://doi.org/10.57115/karefad.1276345