Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2022, Cilt: 6 Sayı: 2, 132 - 151, 31.12.2022

Gökhan Izgar İlhan İlter

https://doi.org/10.54535/rep.1185782
Cited By: 2

Öz

Kaynakça

  • Aas, H. K. (2022). Teachers talk on student needs: exploring how teacher beliefs challenge inclusive education in a Norwegian context. International Journal of Inclusive Education, 26(5), 495-509.
  • Ainscow, M. (2002). Understanding the development of inclusive schools. Falmer Press.
  • Ainscow, M., & Miles, S. (2008). Making Education for All inclusive: Where next? Prospect: Quarterly Review of Comparative Education, 38(1), 15–34.
  • Ainscow, M., Booth, T., & Dyson, A. (2004). Understanding and developing inclusive practices in schools: A collaborative action research network. International Journal of Inclusive Education, 8(2), 125-139.
  • Amaç, Z. (2021). Kapsayıcı eğitim ve ilkokul öğretmenleri: Sistematik bir inceleme. Elektronik Eğitim Bilimleri Dergisi, 10(19), 74-97.
  • Armstrong, F., & Moore, M. (2004). Action research for inclusive education. Changing Places. Changing Practices, Changing Minds. Routledge, London.
  • Bektiningsih, K., Trimurtini, T., Muslikah, M., Widihastrini, F., & Susilaningsih, S. (2020). Model pendidikan inklusi dan implementasinya pada masa pandemi Covid-19 Di Sekolah Dasar. Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat, 4(3), 259-266.
  • Bhatnagar, N., & Das, A. (2014). Attitudes of secondary regular school teachers toward inclusive education in New Delhi, India: A qualitative study. Exceptionality Education International, 24(2), 17-30.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Britain, G. (2000). Evaluating educational inclusion: Guidance for inspectors and schools. Ofsted.
  • Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd Ed.). Sage.
  • Daimah, D. (2018). Pendidikan inklusif perspektif qs. al-hujurat ayat 10-13 sebagai solusi eksklusifisme ajaran di sekolah. Jurnal Pendidikan Agama Islam Al-Thariqah, 3(1), 53-65.
  • Domović, V., Vidović Vlasta, V., & Bouillet, D. (2017). Student teachers’ beliefs about the teacher’s role in inclusive education. European Journal of Special Needs Education, 32(2), 175-190.
  • Dreyer, L. (2017). Inclusive education. Education studies for initial teacher development. Cape Town: Juta, 383-399.
  • Erdem, A. R. (2005). Üniversitenin var oluş nedeni (üniversitenin misyonu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 17(17), 75-86.
  • Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education 4, 153–162.
  • Ismailos, L., Gallagher, T., Bennett, S., & Li, X. (2022). Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education. International Journal of Inclusive Education, 26(2), 175-191.
  • Jha, M. M. (2007). School without walls: inclusive education for all. Heinemann.
  • Juliandari, F., & Pasaribu, M. (2021). Inclusive Islamic education learning in the time of Covid-19 In The Sd Istana Hati Binjai. Proceeding International Seminar of Islamic Studies, 2(1), 631-637.
  • Kaptan, S. (1977). Bilimsel araştırma teknikleri. Ankara: Rehber Yayınevi.
  • Karin, H., Evelien, C., Mieke, H., & Katja, P. (2012). Don’t pull me out!? Preliminary findings of a systematic review of qualitative evidence on experiences of pupils with special educational needs in inclusive education. Procedia-Social and Behavioral Sciences, 69, 1709-1713.
  • Khanna, R. & Kareem, J. (2021). Creating inclusive spaces in virtual classroom sessions during the COVID pandemic: An exploratory study of primary class teachers in India. International Journal of Educational Research Open, 2 (100038), 1-5.
  • Leicester, M. (2008). Creating an inclusive school. Bloomsbury Publishing.
  • Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special Education, 30(1), 3-12.
  • Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24.
  • Luciak, M., & Biewer, G. (2011). Inclusive education in Austria: A comparative analysis. In A. J. Artiles, E. B. Kozleski, & F. R. Waitoller (Eds.), Inclusive education: Examining equity on five continents. (pp. 17–44). Cambridge, Mass: Harvard Education Press.
  • Lüke, T., & Grosche, M. (2018). What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion. International Journal of Inclusive Education, 22(1), 38-53.
  • Norwich, B. (2002). Education, inclusion and individual differences: Recognising and resolving dilemmas. British Journal of Educational Studies, 50(4), 482-502.
  • Nugroho, M. A. (2016). Pendidikan ıslam berwawasan multikultural; sebuah upaya membangun pemahaman keberagamaan ınklusif pada umat muslim. MUDARRISA: Jurnal Kajian Pendidikan Islam, 8(1), 31–60.
  • Office for Standards in Education (OFSTED). (2022, Temmuz 22). Evaluating educational inclusion: Guidance for inspectors and schools. London: OFSTED. https://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/EvaluatingEducationalInclusion.pdf
  • Pingle, S., & Garg, I. (2015). Effect of inclusive education awareness programme on preservice teachers. Online Submission. https://files.eric.ed.gov/fulltext/ED560796.pdf
  • Rapley, T. (2007). Doing conversation, discourse and document analysis. London: Sage.
  • Sanahuja, A., Moliner, O., & Escobedo, P. (2021). Researching on inclusive education in Spain: how does action-research question the roles adopted by researchers in knowledge mobilization processes?. Educational Action Research, 1-19. doi.10.1080/09650792.2021.2000457.
  • Sarı, T., Nayir, F., & Kahraman, Ü. (2020). A study on inclusive education in Turkey. Journal of Education and Future, (18), 69-82.
  • Singh, J. D. (2016). Inclusive education in India–concept need and challenges. Scholarly Research Journal for Humanity Science & English Language, 3, 3222–3232.
  • Stone, B. (2017). Positive behavior suppmt strategies for classroom teachers and paraeducators (Unpublished master's thesis). California State University. San Marcos.
  • Stubbs, S. (2008). Inclusive education: Where there are few resources (Edited by Ingrid Lewis). Grønland, Oslo, Norway: Published by the Atlas Alliance.
  • Sulasmi, E., & Akrim, A. (2019). Management construction of inclusion education in primary school. Talent Development & Excellence, 1(1), 334-342.
  • Şişman, M. (2006). Eğitim bilimine giriş. Ankara: Pegem Akademi Yay.
  • T.C. Resmî Gazete. (1981). Yükseköğretim kanunu. Kanun Numarası: 2547, Yayım Tarihi: 6/11/1981, Sayı: 17506.
  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.
  • UNESCO (United Nations Educational, Scientific and Cultural Organisation). (1994) The UNESCO Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
  • UNESCO. (2005). Guidelines for Inclusion: Ensuring Access to education for all. UNESCO.
  • UNESCO. (2009). Policy guidelines on inclusion in education. Published by the United Nations Educational, Scientific and Cultural Organization 7, Fontenoy, France.
  • UNESCO. (2017). A guide for ensuring inclusion and equity in education. Paris: UNESCO.
  • United Nations. (2001). Committee on the rights of the child, general comment no. 1, the aims of education, UN/CRC/GC/2001/1. United Nations, Geneva.
  • United Nations. (2016). Committee on the rights of persons with disabilities (CRPD). General comment No. 4, Article 24: Right to inclusive education CRPD/C/GC/4.https://www.refworld.org/docid/57c977e34.html.
  • United Nations. (2021). Toolkit on disability for Africa: Inclusive education. https://www.un.org/esa/socdev/documents/disability/Toolkit/Inclusive-Education.pdf
  • Walton, E., & Lloyd, G. (2011). An analysis of metaphors used for inclusive education in South Africa. Acta Academica, 43(3), 1-31.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayın.

Analysis of the Scientific Research on Inclusive Education

Yıl 2022, Cilt: 6 Sayı: 2, 132 - 151, 31.12.2022

Gökhan Izgar İlhan İlter

https://doi.org/10.54535/rep.1185782
Cited By: 2

Öz

This study aimed to examine the scientific research, including postgraduate theses and scientific articles related to inclusive education, carried out in Turkey in terms of some various variables. The study was designed using the document analysis technique, which is one of the qualitative research methods. The study data were collected from postgraduate theses in the Higher Education Council (CoHE) National Thesis Center and scientific articles found in the TUBITAK ULAKBIM TR-Index database. A descriptive analytic method was used to analyze the data of the study. The results revealed that the scientific research on inclusive education in Turkey is currently not at a sufficient level. A total of nine different universities published postgraduate thesis studies about inclusive education. These postgraduate theses are carried out in nine different fields of study. In particular, social studies education was found to be the field of study that examined the subject of inclusive education the most among postgraduate theses. On the other hand, it was found that the teaching activities or practices were mostly addressed in those research on inclusive education, and the sample group mostly consisted of teachers. Furthermore, the results showed that the scientific research was mostly designed using qualitative research methods, and that the interview method was mostly used as a data collection method. In light of the findings of this study, some recommendations were made to researchers.

Anahtar Kelimeler

Inclusive education Document review Scientific research

Kaynakça

  • Aas, H. K. (2022). Teachers talk on student needs: exploring how teacher beliefs challenge inclusive education in a Norwegian context. International Journal of Inclusive Education, 26(5), 495-509.
  • Ainscow, M. (2002). Understanding the development of inclusive schools. Falmer Press.
  • Ainscow, M., & Miles, S. (2008). Making Education for All inclusive: Where next? Prospect: Quarterly Review of Comparative Education, 38(1), 15–34.
  • Ainscow, M., Booth, T., & Dyson, A. (2004). Understanding and developing inclusive practices in schools: A collaborative action research network. International Journal of Inclusive Education, 8(2), 125-139.
  • Amaç, Z. (2021). Kapsayıcı eğitim ve ilkokul öğretmenleri: Sistematik bir inceleme. Elektronik Eğitim Bilimleri Dergisi, 10(19), 74-97.
  • Armstrong, F., & Moore, M. (2004). Action research for inclusive education. Changing Places. Changing Practices, Changing Minds. Routledge, London.
  • Bektiningsih, K., Trimurtini, T., Muslikah, M., Widihastrini, F., & Susilaningsih, S. (2020). Model pendidikan inklusi dan implementasinya pada masa pandemi Covid-19 Di Sekolah Dasar. Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat, 4(3), 259-266.
  • Bhatnagar, N., & Das, A. (2014). Attitudes of secondary regular school teachers toward inclusive education in New Delhi, India: A qualitative study. Exceptionality Education International, 24(2), 17-30.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Britain, G. (2000). Evaluating educational inclusion: Guidance for inspectors and schools. Ofsted.
  • Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd Ed.). Sage.
  • Daimah, D. (2018). Pendidikan inklusif perspektif qs. al-hujurat ayat 10-13 sebagai solusi eksklusifisme ajaran di sekolah. Jurnal Pendidikan Agama Islam Al-Thariqah, 3(1), 53-65.
  • Domović, V., Vidović Vlasta, V., & Bouillet, D. (2017). Student teachers’ beliefs about the teacher’s role in inclusive education. European Journal of Special Needs Education, 32(2), 175-190.
  • Dreyer, L. (2017). Inclusive education. Education studies for initial teacher development. Cape Town: Juta, 383-399.
  • Erdem, A. R. (2005). Üniversitenin var oluş nedeni (üniversitenin misyonu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 17(17), 75-86.
  • Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education 4, 153–162.
  • Ismailos, L., Gallagher, T., Bennett, S., & Li, X. (2022). Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education. International Journal of Inclusive Education, 26(2), 175-191.
  • Jha, M. M. (2007). School without walls: inclusive education for all. Heinemann.
  • Juliandari, F., & Pasaribu, M. (2021). Inclusive Islamic education learning in the time of Covid-19 In The Sd Istana Hati Binjai. Proceeding International Seminar of Islamic Studies, 2(1), 631-637.
  • Kaptan, S. (1977). Bilimsel araştırma teknikleri. Ankara: Rehber Yayınevi.
  • Karin, H., Evelien, C., Mieke, H., & Katja, P. (2012). Don’t pull me out!? Preliminary findings of a systematic review of qualitative evidence on experiences of pupils with special educational needs in inclusive education. Procedia-Social and Behavioral Sciences, 69, 1709-1713.
  • Khanna, R. & Kareem, J. (2021). Creating inclusive spaces in virtual classroom sessions during the COVID pandemic: An exploratory study of primary class teachers in India. International Journal of Educational Research Open, 2 (100038), 1-5.
  • Leicester, M. (2008). Creating an inclusive school. Bloomsbury Publishing.
  • Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special Education, 30(1), 3-12.
  • Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24.
  • Luciak, M., & Biewer, G. (2011). Inclusive education in Austria: A comparative analysis. In A. J. Artiles, E. B. Kozleski, & F. R. Waitoller (Eds.), Inclusive education: Examining equity on five continents. (pp. 17–44). Cambridge, Mass: Harvard Education Press.
  • Lüke, T., & Grosche, M. (2018). What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion. International Journal of Inclusive Education, 22(1), 38-53.
  • Norwich, B. (2002). Education, inclusion and individual differences: Recognising and resolving dilemmas. British Journal of Educational Studies, 50(4), 482-502.
  • Nugroho, M. A. (2016). Pendidikan ıslam berwawasan multikultural; sebuah upaya membangun pemahaman keberagamaan ınklusif pada umat muslim. MUDARRISA: Jurnal Kajian Pendidikan Islam, 8(1), 31–60.
  • Office for Standards in Education (OFSTED). (2022, Temmuz 22). Evaluating educational inclusion: Guidance for inspectors and schools. London: OFSTED. https://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/EvaluatingEducationalInclusion.pdf
  • Pingle, S., & Garg, I. (2015). Effect of inclusive education awareness programme on preservice teachers. Online Submission. https://files.eric.ed.gov/fulltext/ED560796.pdf
  • Rapley, T. (2007). Doing conversation, discourse and document analysis. London: Sage.
  • Sanahuja, A., Moliner, O., & Escobedo, P. (2021). Researching on inclusive education in Spain: how does action-research question the roles adopted by researchers in knowledge mobilization processes?. Educational Action Research, 1-19. doi.10.1080/09650792.2021.2000457.
  • Sarı, T., Nayir, F., & Kahraman, Ü. (2020). A study on inclusive education in Turkey. Journal of Education and Future, (18), 69-82.
  • Singh, J. D. (2016). Inclusive education in India–concept need and challenges. Scholarly Research Journal for Humanity Science & English Language, 3, 3222–3232.
  • Stone, B. (2017). Positive behavior suppmt strategies for classroom teachers and paraeducators (Unpublished master's thesis). California State University. San Marcos.
  • Stubbs, S. (2008). Inclusive education: Where there are few resources (Edited by Ingrid Lewis). Grønland, Oslo, Norway: Published by the Atlas Alliance.
  • Sulasmi, E., & Akrim, A. (2019). Management construction of inclusion education in primary school. Talent Development & Excellence, 1(1), 334-342.
  • Şişman, M. (2006). Eğitim bilimine giriş. Ankara: Pegem Akademi Yay.
  • T.C. Resmî Gazete. (1981). Yükseköğretim kanunu. Kanun Numarası: 2547, Yayım Tarihi: 6/11/1981, Sayı: 17506.
  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.
  • UNESCO (United Nations Educational, Scientific and Cultural Organisation). (1994) The UNESCO Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
  • UNESCO. (2005). Guidelines for Inclusion: Ensuring Access to education for all. UNESCO.
  • UNESCO. (2009). Policy guidelines on inclusion in education. Published by the United Nations Educational, Scientific and Cultural Organization 7, Fontenoy, France.
  • UNESCO. (2017). A guide for ensuring inclusion and equity in education. Paris: UNESCO.
  • United Nations. (2001). Committee on the rights of the child, general comment no. 1, the aims of education, UN/CRC/GC/2001/1. United Nations, Geneva.
  • United Nations. (2016). Committee on the rights of persons with disabilities (CRPD). General comment No. 4, Article 24: Right to inclusive education CRPD/C/GC/4.https://www.refworld.org/docid/57c977e34.html.
  • United Nations. (2021). Toolkit on disability for Africa: Inclusive education. https://www.un.org/esa/socdev/documents/disability/Toolkit/Inclusive-Education.pdf
  • Walton, E., & Lloyd, G. (2011). An analysis of metaphors used for inclusive education in South Africa. Acta Academica, 43(3), 1-31.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayın.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Gökhan Izgar 0000-0002-6835-9701

İlhan İlter 0000-0002-1473-7172

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 2

Kaynak Göster

APA Izgar, G., & İlter, İ. (2022). Analysis of the Scientific Research on Inclusive Education. Research on Education and Psychology, 6(2), 132-151. https://doi.org/10.54535/rep.1185782

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