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Yıl 2021, Cilt: 22 Sayı: 2, 517 - 542, 01.06.2021

Aydın Kızılaslan Ayşegül Avşar Tuncay Çiğdem Nilüfer Umar

https://doi.org/10.21565/ozelegitimdergisi.606589
Cited By: 2

Öz

Kaynakça

  • Arch, J.J. & Craske, M.G. (2006). Mechanisms of mindfulness: Emotion regulation following a focused breathing induction. Behaviour Research and Therapy, 44, 1849-1858.
  • Bakkaloğlu, H., Sucuoğlu, B., & Yılmaz, B. (2019). Okul öncesi kaynaştırma sınıflarının kalitesi: Yordayıcı değişkenler. Eğitim ve Bilim, 44(199) 223-238. doi: 10.15390/EB.2019.7839
  • Banerji, M., & Dailey, R. (1995). A Study of the Effects of an Inclusion Model on Students with Specific Learning Disabilities. Journal of Learning Disabilities, 28(8), 511-522.
  • Bender, N.W., Rosenkars, C.B., & Crane, M. (1999). Stress, Depression, and Suicide among Students with Learning Disabilities: Assessing the Risk. Learning Disability Quarterly, 22(2), 143-156.
  • Black-Hawkins, K., Florian, L., & Rouse, M. (2007). Achievement and inclusion in schools. Abingdon: Routledge.
  • Booth, T., & Ainscow, M. (2002). The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE,
  • Broderick, P.C. (2005). Mindfulness and coping with dysphoric mood: Contrasts with rumination and distraction. Cognitive Therapy and Research, 29, 501-510.
  • Burden, R., & Burdett, J. (2005). Factors associated with successful learning in pupils with dyslexia: a motivational analysis. British Journal of Special Education, 32, 100-104.
  • Burmedi, D., Becker, S., Heyl, V., Wahl, H.W., & Himmelsbach, I. (2002). Emotional and social consequences of age-related low vision: A narrative review, Visual Impairment Research, 4, 47-71.
  • Calabrase, R., Patterson, J., Liu, F., Goodvin, S. and Hummel, C. (2008). An Appreciative Inquiry into the Circle of Friends Program: the Benefits of Social Inclusion of Students with Disabilities. International Journal of Whole Schooling, 4(2), 20-42.
  • Carter, E.W. & Kennedy, C.H. (2006). Promoting access to the general curriculum using peer support strategies. Research & Practice for Persons with Severe Disabilities, 31(4), 284-292.
  • Cochran-Smith, M., & Fries, K. (2011). Teacher education for diversity: policy and politics. In A. F. Ball, & C. A. Tyson (Eds.), Studying diversity in teacher education. Lanham MD: Rowan & Littlefiled.
  • Creswell, J.D., Way, B.M., Eisenberger, N.I., & Lieberman, M.D. (2007). Neural correlates of dispositional mindfulness during affect labelling. Psychosomatic Medicine, 69, 560-565.
  • Daane, C.J. Beirne-Smith, M. & Latham, D. (2000). Administrators' and teachers' perceptions of the collaborative efforts of inclusion in the elementary grades. Education, 121(2), 331- 338.
  • Downing, 1. E. (2008). Including students with severe and multiple disabilities in typical classrooms. Baltimore, MD: Paul H. Brooks Publishing Co.
  • Dubin, A., Lieberman-Betz, R., & Michele Lease, A. (2015). Investigation of Individual Factors Associated with Anxiety in Youth with Autism Spectrum Disorders. Journal of Autism & Developmental Disorders, 45(9).
  • Dyson, A., & Kozleski, E. (2008). Disproportionality in special education: A transatlantic phenomenon. In L. Florian, & M.J. McLaughlin (Eds.) (2008) Disability Classification in Education: issues and perspectives. Thousand Oaks CA: Corwin Press, p. 170-190.
  • Egger, H.L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology. J Child Psychol Psychiatry, 47, 313-337
  • Fendler, L., & Muzaffar, I. (2008). The history of the bell curve: sorting and the idea of normal, Educational Theory, 58(1), 63-82.
  • Florian, L. (2010). The concept of inclusive pedagogy. In G. Hallett, & F. Hallett (Eds.), Transforming the role of the SENCO (pp. 61e72). Buckingham: Open University Press.
  • Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828.
  • Frazier, P. A., & Kaler, M. E. (2006). Assessing the validity of self-reported stress-related growth. Journal of Consulting and Clinical Psychology, 74(5), 859–869. doi:10.1037/0022-006X.74.5.859
  • Ghere, G., & York-Barr, J. (2007). Paraprofessional turnover and retention in inclusive programs. Remedial and Special Education, 28(1), 21-32.
  • Giangreco, M.F. (2007). Extending inclusive opportunities. Educational Leadership, 64(5), 34-37.
  • Graziano, P.A., Reavis, R.D., Keane, S.P., & Calkins, S.D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3-19.
  • Hammen, C., & Rudolph, K. D. (2003). Childhood depression. In E. Mash & R. Barkley (Eds.), Childhood Psychopathology (pp. 153–195). New York: Guilford Press.
  • Harry, B. (2014). The disproportionate placement of ethnic minorities in special education. In L. Florian (Ed.), The Sage handbook of special education (2nd ed.). (pp. 73-96). London: Sage
  • Hartley, M. T. (2012). Assessing and promoting resilience: An additional tool to address the increasing number of college students with psychological problems. Journal of College Counseling, 15, 37-51.
  • Huberty, T. J. (2008). Best practices in school-based interventions for anxiety and depression. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1473–1486). Bethesda, MD: National Association of School Psychologists
  • Hyman, T., & Olnik-Shemesh, D. (2004). Teachers’ coping with inclusion of special education children in general education. In: GuriRosenblit S, editor. Teachers in a world of change: trends and challenges. Raanana: Open University.
  • Jackson, S.L.J., Hart, L., Brown, J.T., & Volkmar, F.R. (2018). Brief Report: Self-reported academic, social, and mental health experiences of post-secondary students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(3), 643–650.
  • Jacobson, N.C., & Newman, M.G. (2014). Avoidance mediates the relationship between anxiety and depression over a decade later. J Anxiety Disord, 28, 437-445.
  • Jennings, P.A., Greenberg, M.T. (2009). The prosocial and emotional competence in relation to student and classroom outcomes. Rev Educ Res, 79, 491–525.
  • Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: the role of achievement striving and occupational commitment. Brit J Educ Psychol, 76, 183–97.
  • Jennings, P.A., Greenberg, M.T. (2009). A study of perceptions that significant others hold of the inclusion of children with difficulties in mainstream classes. Educational Studies, 30(3), 331-343.
  • Kaffenberger, C.J. (2011). Helping studetns with mental and emotional disorders. In B. T. Erford (Ed.), Transforming the school counseling profession (pp. 342–370). Upper Saddle River: Pearson Education, Inc.
  • Kershner, R. (2009). Learning in inclusive classrooms. In P. Hick, R. Kershner, & P. Farrell (Eds.), Psychology for inclusive education. New directions in theory and practice (pp. 52e65). Abingdon: Routledge
  • Kuzolin, A. (2014). Dynamic assessment and cognitive intervention. In L. FLorian (Ed.), The Sage handbook of special education (2nd ed.). (pp. 553-572). London: Sage
  • Lakey, C.E., Campbell, K.W., Brown, K.W., & Goodie, A.S. (2007). Dispositional mindfulness as a predictor of the severity of gambling outcomes. Personality and Individual Differences, 43, 1698-1710.
  • Lambe, J., & Bones, R. (2006). Student teachers' perceptions about inclusive classroom teaching practices in Northern Ireland prior to teaching experience. European Journal of Special Needs Education, 21(2), 167-186.
  • Lebrun, M. (2007). Student depression: A silent crisis in our schools and communities. Lanham, MD: Rowman & Littlefeld Education.
  • Leyser, Y., & Kirk, R. (2004). Evaluating Inclusion: An examination of parent views and factors influencing their perspectives. International Journal of Disability, Development, and Education, 51, 271-285
  • Littlefield, C. (2010). Students with Asperger’s syndrome transitioning to postsecondary education: What are the common issues? Rochester: Rochester Institute of Technology.
  • Maag, J.W., & Reid, R. (2006). Depression among students with learning disabilities: Assessing the Risk. Journal of Learning Disabilities, 39(1). 3-10.
  • Marcks, B.A. & Woods, D.W. (2005). A comparison of thought suppression to an acceptance-based technique in the management of personal intrusive thoughts: A controlled evaluation. Behaviour Research and Therapy, 43, 433-445.
  • Mattison, R.E. (2011). Comparison of students classified ED in self-contained classrooms and a self-contained school. Education and Treatment of Children, 34(1), 15-33.
  • Mbugua, A. W., & K’Okul, F. (2013). Psychological Dispositions of Anxiety among Learners with Visual Impairment: A Study of High School for the Blind. International Journal of Humanities and Social Science, 3(17), 67-76.
  • McCarty, K. (2006). Full inclusion: The Benefits and Disadvantages of Inclusive Schooling. An Overview. Azusa Pacific University. 23.07.2019 tarihinde : http://files.eric.ed.gov/fulltext/ED496074.pdf sitesinden alınmıştır.
  • Montes, G., & Halterman, J.S. (2006). Characteristics of School-Age Children with Autism. Journal of Developmental & Behavioral Pediatrics, 27(5), 379-385.
  • Palmer, D.S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parent views on inclusion for their children with severe disabilities. The Council for Exceptional Children, 67(4), 467-484.
  • Pavri, S., & Hegwer-DiVita, M. (2006). Meeting the social and emotional needs of students with disabilities: The special educators' perspective. Reading & Writing Quarterly, 22, 139-153.
  • Richardson, R. C., Myran, S. P., & Tonelson, S. (2009). Teaching social and emotional competence in early childhood. International Journal of Special Education, 24(3), 143-149.
  • Rodrigez, I.R., Saldana, D., & Moreno, F.J. (2012). Support, Inclusion, and Special Education Teachers' Attitudes toward the Education of Students with Autism Spectrum Disorders. Autism Research and Treatment. 2012. Doi: 10.1155/2012/259468
  • Roessner, V. (2014). Research in child and adolescent psychiatry: a multidisciplinary, many-faceted endeavor. Eur Child Adolesc Psychiatry, 23, 1-2.
  • Roughan, L., & Hadwin, J.A. (2011). The impact of working memory training in young people with social, emotional and behavioural difficulties. Learning and Individual Differences, 21(6), 759-764
  • Rose, R. (2007). Curriculum considerations in meeting special educational needs. In L. Florian (Ed.), The Sage handbook of special education (pp. 295-307). London: Sage
  • Rouse, M. (2009). Developing inclusive practice: a role for teachers and teacher education. Education in the North, 16, 6-13
  • Salend, S.J. (2009). Classroom testing and assessment for all: Beyond standardization. Corwin Press, Thousand Oaks, CA
  • Schmeichel, B.J. (2007). Attentional control, memory updating, and emotion regulation temporarily reduce the capacity for executive control. Journal of Experimental Psychology: General, 136, 241-255.
  • Simon, E., Dirksen, C., Bögels, S., & Bodden, D. (2012). Cost-effectiveness of child-focused and parent-focused interventions in a child anxiety prevention program. J Anxiety Disord, 26, 287-296
  • Smoot, S. L. (2004). An outcome measure for social goals of inclusion. Rural Special Education Quarterly, 23(3), 15-22.
  • Smyth, E., Darmody, M., McGinnity, F., & Byrne, D. (2009). Adapting to diversity: Irish schools and newcomer students. Dublin: Economic and Social Research Institute.
  • Soodak, L.C. & McCarthy, M.R. (2006). Classroom management in inclusive settings. Evertson, Handbook of classroom management: Research, practice and contemporary issues. Lawrence Erlbaum Associates.
  • Tetler, S., & Baltzer, K. (2011). The climate of inclusive classrooms: The pupil perspective. London Review of Education, 9, 333-344.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Yearwood, E., Riley, J. B. (2010). Curriculum infusion to promote nursing student well-being. Journal of Advanced Nursing, 66(6). 1356-1364.dvanced Nursing, 66(6). 1356-1364.

Kapsayıcı Pedagoji: Özel Gereksinimli Öğrencinin Psikopatolojik Analizi

Yıl 2021, Cilt: 22 Sayı: 2, 517 - 542, 01.06.2021

Aydın Kızılaslan Ayşegül Avşar Tuncay Çiğdem Nilüfer Umar

https://doi.org/10.21565/ozelegitimdergisi.606589
Cited By: 2

Öz

Kapsayıcı
pedagoji, bireysel farklılıkları olan öğrencilerin öğrenmede ihtiyaç duydukları
bireysel öğrenme stillerine ve öğretim sırasında da öğretmenlerin bu
farklılıklara yönelik cevap verebilmelerine odaklanarak öğrenme fırsatlarıyla karakterize edilen zengin bir öğrenme ortamının
geliştirilmesini amaçlar. Ülkemizde engelli sosyolojisi gelişim evresinde iken
maalesef engelli psikoloji alanında çalışmalar halen başlangıç evresinde
denilebilecek bir düzeydedir. Bu çalışmada, rekabet ve ek/özel eğitim
kavramlarına sıkışmış kapsayıcı eğitime tabi olan özel gereksinimi olan
öğrencilerin karşı karşıya kalabilecekleri anksiyete ve depresyon gibi
psikopatolojik duygu durumlarının çocukların eğitsel yaşamlarına üzerine
irdelemek ve kaynaştırma eğitiminin tüm sorumluluğunu yüklenen kaynaştırma
öğretmenlerinin öğrencilerin yetersizlik ya da güçlüklerinin yanı sıra deneyimleyebilecekleri
duygu durumlarına ilişkin farkındalıklarını arttırmak amacıyla hazırlanmıştır.

Anahtar Kelimeler

kapsayıcı pedagoji kaynaştırma psikopatoloji anksiyete depresyon

Kaynakça

  • Arch, J.J. & Craske, M.G. (2006). Mechanisms of mindfulness: Emotion regulation following a focused breathing induction. Behaviour Research and Therapy, 44, 1849-1858.
  • Bakkaloğlu, H., Sucuoğlu, B., & Yılmaz, B. (2019). Okul öncesi kaynaştırma sınıflarının kalitesi: Yordayıcı değişkenler. Eğitim ve Bilim, 44(199) 223-238. doi: 10.15390/EB.2019.7839
  • Banerji, M., & Dailey, R. (1995). A Study of the Effects of an Inclusion Model on Students with Specific Learning Disabilities. Journal of Learning Disabilities, 28(8), 511-522.
  • Bender, N.W., Rosenkars, C.B., & Crane, M. (1999). Stress, Depression, and Suicide among Students with Learning Disabilities: Assessing the Risk. Learning Disability Quarterly, 22(2), 143-156.
  • Black-Hawkins, K., Florian, L., & Rouse, M. (2007). Achievement and inclusion in schools. Abingdon: Routledge.
  • Booth, T., & Ainscow, M. (2002). The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE,
  • Broderick, P.C. (2005). Mindfulness and coping with dysphoric mood: Contrasts with rumination and distraction. Cognitive Therapy and Research, 29, 501-510.
  • Burden, R., & Burdett, J. (2005). Factors associated with successful learning in pupils with dyslexia: a motivational analysis. British Journal of Special Education, 32, 100-104.
  • Burmedi, D., Becker, S., Heyl, V., Wahl, H.W., & Himmelsbach, I. (2002). Emotional and social consequences of age-related low vision: A narrative review, Visual Impairment Research, 4, 47-71.
  • Calabrase, R., Patterson, J., Liu, F., Goodvin, S. and Hummel, C. (2008). An Appreciative Inquiry into the Circle of Friends Program: the Benefits of Social Inclusion of Students with Disabilities. International Journal of Whole Schooling, 4(2), 20-42.
  • Carter, E.W. & Kennedy, C.H. (2006). Promoting access to the general curriculum using peer support strategies. Research & Practice for Persons with Severe Disabilities, 31(4), 284-292.
  • Cochran-Smith, M., & Fries, K. (2011). Teacher education for diversity: policy and politics. In A. F. Ball, & C. A. Tyson (Eds.), Studying diversity in teacher education. Lanham MD: Rowan & Littlefiled.
  • Creswell, J.D., Way, B.M., Eisenberger, N.I., & Lieberman, M.D. (2007). Neural correlates of dispositional mindfulness during affect labelling. Psychosomatic Medicine, 69, 560-565.
  • Daane, C.J. Beirne-Smith, M. & Latham, D. (2000). Administrators' and teachers' perceptions of the collaborative efforts of inclusion in the elementary grades. Education, 121(2), 331- 338.
  • Downing, 1. E. (2008). Including students with severe and multiple disabilities in typical classrooms. Baltimore, MD: Paul H. Brooks Publishing Co.
  • Dubin, A., Lieberman-Betz, R., & Michele Lease, A. (2015). Investigation of Individual Factors Associated with Anxiety in Youth with Autism Spectrum Disorders. Journal of Autism & Developmental Disorders, 45(9).
  • Dyson, A., & Kozleski, E. (2008). Disproportionality in special education: A transatlantic phenomenon. In L. Florian, & M.J. McLaughlin (Eds.) (2008) Disability Classification in Education: issues and perspectives. Thousand Oaks CA: Corwin Press, p. 170-190.
  • Egger, H.L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology. J Child Psychol Psychiatry, 47, 313-337
  • Fendler, L., & Muzaffar, I. (2008). The history of the bell curve: sorting and the idea of normal, Educational Theory, 58(1), 63-82.
  • Florian, L. (2010). The concept of inclusive pedagogy. In G. Hallett, & F. Hallett (Eds.), Transforming the role of the SENCO (pp. 61e72). Buckingham: Open University Press.
  • Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828.
  • Frazier, P. A., & Kaler, M. E. (2006). Assessing the validity of self-reported stress-related growth. Journal of Consulting and Clinical Psychology, 74(5), 859–869. doi:10.1037/0022-006X.74.5.859
  • Ghere, G., & York-Barr, J. (2007). Paraprofessional turnover and retention in inclusive programs. Remedial and Special Education, 28(1), 21-32.
  • Giangreco, M.F. (2007). Extending inclusive opportunities. Educational Leadership, 64(5), 34-37.
  • Graziano, P.A., Reavis, R.D., Keane, S.P., & Calkins, S.D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3-19.
  • Hammen, C., & Rudolph, K. D. (2003). Childhood depression. In E. Mash & R. Barkley (Eds.), Childhood Psychopathology (pp. 153–195). New York: Guilford Press.
  • Harry, B. (2014). The disproportionate placement of ethnic minorities in special education. In L. Florian (Ed.), The Sage handbook of special education (2nd ed.). (pp. 73-96). London: Sage
  • Hartley, M. T. (2012). Assessing and promoting resilience: An additional tool to address the increasing number of college students with psychological problems. Journal of College Counseling, 15, 37-51.
  • Huberty, T. J. (2008). Best practices in school-based interventions for anxiety and depression. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1473–1486). Bethesda, MD: National Association of School Psychologists
  • Hyman, T., & Olnik-Shemesh, D. (2004). Teachers’ coping with inclusion of special education children in general education. In: GuriRosenblit S, editor. Teachers in a world of change: trends and challenges. Raanana: Open University.
  • Jackson, S.L.J., Hart, L., Brown, J.T., & Volkmar, F.R. (2018). Brief Report: Self-reported academic, social, and mental health experiences of post-secondary students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(3), 643–650.
  • Jacobson, N.C., & Newman, M.G. (2014). Avoidance mediates the relationship between anxiety and depression over a decade later. J Anxiety Disord, 28, 437-445.
  • Jennings, P.A., Greenberg, M.T. (2009). The prosocial and emotional competence in relation to student and classroom outcomes. Rev Educ Res, 79, 491–525.
  • Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: the role of achievement striving and occupational commitment. Brit J Educ Psychol, 76, 183–97.
  • Jennings, P.A., Greenberg, M.T. (2009). A study of perceptions that significant others hold of the inclusion of children with difficulties in mainstream classes. Educational Studies, 30(3), 331-343.
  • Kaffenberger, C.J. (2011). Helping studetns with mental and emotional disorders. In B. T. Erford (Ed.), Transforming the school counseling profession (pp. 342–370). Upper Saddle River: Pearson Education, Inc.
  • Kershner, R. (2009). Learning in inclusive classrooms. In P. Hick, R. Kershner, & P. Farrell (Eds.), Psychology for inclusive education. New directions in theory and practice (pp. 52e65). Abingdon: Routledge
  • Kuzolin, A. (2014). Dynamic assessment and cognitive intervention. In L. FLorian (Ed.), The Sage handbook of special education (2nd ed.). (pp. 553-572). London: Sage
  • Lakey, C.E., Campbell, K.W., Brown, K.W., & Goodie, A.S. (2007). Dispositional mindfulness as a predictor of the severity of gambling outcomes. Personality and Individual Differences, 43, 1698-1710.
  • Lambe, J., & Bones, R. (2006). Student teachers' perceptions about inclusive classroom teaching practices in Northern Ireland prior to teaching experience. European Journal of Special Needs Education, 21(2), 167-186.
  • Lebrun, M. (2007). Student depression: A silent crisis in our schools and communities. Lanham, MD: Rowman & Littlefeld Education.
  • Leyser, Y., & Kirk, R. (2004). Evaluating Inclusion: An examination of parent views and factors influencing their perspectives. International Journal of Disability, Development, and Education, 51, 271-285
  • Littlefield, C. (2010). Students with Asperger’s syndrome transitioning to postsecondary education: What are the common issues? Rochester: Rochester Institute of Technology.
  • Maag, J.W., & Reid, R. (2006). Depression among students with learning disabilities: Assessing the Risk. Journal of Learning Disabilities, 39(1). 3-10.
  • Marcks, B.A. & Woods, D.W. (2005). A comparison of thought suppression to an acceptance-based technique in the management of personal intrusive thoughts: A controlled evaluation. Behaviour Research and Therapy, 43, 433-445.
  • Mattison, R.E. (2011). Comparison of students classified ED in self-contained classrooms and a self-contained school. Education and Treatment of Children, 34(1), 15-33.
  • Mbugua, A. W., & K’Okul, F. (2013). Psychological Dispositions of Anxiety among Learners with Visual Impairment: A Study of High School for the Blind. International Journal of Humanities and Social Science, 3(17), 67-76.
  • McCarty, K. (2006). Full inclusion: The Benefits and Disadvantages of Inclusive Schooling. An Overview. Azusa Pacific University. 23.07.2019 tarihinde : http://files.eric.ed.gov/fulltext/ED496074.pdf sitesinden alınmıştır.
  • Montes, G., & Halterman, J.S. (2006). Characteristics of School-Age Children with Autism. Journal of Developmental & Behavioral Pediatrics, 27(5), 379-385.
  • Palmer, D.S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parent views on inclusion for their children with severe disabilities. The Council for Exceptional Children, 67(4), 467-484.
  • Pavri, S., & Hegwer-DiVita, M. (2006). Meeting the social and emotional needs of students with disabilities: The special educators' perspective. Reading & Writing Quarterly, 22, 139-153.
  • Richardson, R. C., Myran, S. P., & Tonelson, S. (2009). Teaching social and emotional competence in early childhood. International Journal of Special Education, 24(3), 143-149.
  • Rodrigez, I.R., Saldana, D., & Moreno, F.J. (2012). Support, Inclusion, and Special Education Teachers' Attitudes toward the Education of Students with Autism Spectrum Disorders. Autism Research and Treatment. 2012. Doi: 10.1155/2012/259468
  • Roessner, V. (2014). Research in child and adolescent psychiatry: a multidisciplinary, many-faceted endeavor. Eur Child Adolesc Psychiatry, 23, 1-2.
  • Roughan, L., & Hadwin, J.A. (2011). The impact of working memory training in young people with social, emotional and behavioural difficulties. Learning and Individual Differences, 21(6), 759-764
  • Rose, R. (2007). Curriculum considerations in meeting special educational needs. In L. Florian (Ed.), The Sage handbook of special education (pp. 295-307). London: Sage
  • Rouse, M. (2009). Developing inclusive practice: a role for teachers and teacher education. Education in the North, 16, 6-13
  • Salend, S.J. (2009). Classroom testing and assessment for all: Beyond standardization. Corwin Press, Thousand Oaks, CA
  • Schmeichel, B.J. (2007). Attentional control, memory updating, and emotion regulation temporarily reduce the capacity for executive control. Journal of Experimental Psychology: General, 136, 241-255.
  • Simon, E., Dirksen, C., Bögels, S., & Bodden, D. (2012). Cost-effectiveness of child-focused and parent-focused interventions in a child anxiety prevention program. J Anxiety Disord, 26, 287-296
  • Smoot, S. L. (2004). An outcome measure for social goals of inclusion. Rural Special Education Quarterly, 23(3), 15-22.
  • Smyth, E., Darmody, M., McGinnity, F., & Byrne, D. (2009). Adapting to diversity: Irish schools and newcomer students. Dublin: Economic and Social Research Institute.
  • Soodak, L.C. & McCarthy, M.R. (2006). Classroom management in inclusive settings. Evertson, Handbook of classroom management: Research, practice and contemporary issues. Lawrence Erlbaum Associates.
  • Tetler, S., & Baltzer, K. (2011). The climate of inclusive classrooms: The pupil perspective. London Review of Education, 9, 333-344.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Yearwood, E., Riley, J. B. (2010). Curriculum infusion to promote nursing student well-being. Journal of Advanced Nursing, 66(6). 1356-1364.dvanced Nursing, 66(6). 1356-1364.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Aydın Kızılaslan 0000-0003-3033-9358

Ayşegül Avşar Tuncay 0000-0002-0520-1747

Çiğdem Nilüfer Umar Bu kişi benim 0000-0002-8804-6024

Yayımlanma Tarihi 1 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 22 Sayı: 2

Kaynak Göster

APA Kızılaslan, A., Avşar Tuncay, A., & Umar, Ç. N. (2021). Kapsayıcı Pedagoji: Özel Gereksinimli Öğrencinin Psikopatolojik Analizi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(2), 517-542. https://doi.org/10.21565/ozelegitimdergisi.606589

Cited By

Okul Öncesi Öğretmenlerinin Kapsayıcı Eğitim ile İlgili Görüşleri, Problemleri ve Çözüm Önerileri
Temel Eğitim Araştırmaları Dergisi
https://doi.org/10.55008/te-ad.1284572
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