TEACHER'S OPINIONS ON THE EDUCATION OF INCLUSIVE STUDENTS

Türkan Gökalp, M. Demirok
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引用次数: 1

Abstract

The purpose of this research is to examine the views of primary school teachers in the education process of inclusive students. The participants of the research were Şht. Mustafa Kurtuluş Primary School teachers. Our participant group of 10 consists of classroom teachers. Research data were collected by semi-structured interview technique, one of the qualitative research methods. The data obtained from the research were analyzed descriptively. As a result, considering the difficulties faced by classroom teachers in inclusion practices in primary schools, and the research findings in order to make mainstreaming education more successful, it can be suggested that all school personnel, especially classroom teachers, be conscious of mainstreaming practices and that sufficient resources and materials should be accessed for resource education. It shows that primary school teachers stated that students with special needs develop academically and socially during the inclusive education process, and that the inclusion practices that they want to be in the TRNC for students with special needs can be achieved with the participation of the families of the students with special needs and the cooperation with the guidance teacher and special education teacher. Classroom teachers support each other by exchanging ideas with other teachers the most. In inclusive education, a more successful inclusive education is considered when the difficulties experienced by classroom teachers in the support education service for students with special needs are minimized and the inclusive practices that are desired to be in the TRNC are realized. Keywords: Inclusive Education, Teachers' Views, Students with Special Needs.
教师对全纳学生教育的看法
本研究的目的是考察小学教师在全纳学生教育过程中的观点。这项研究的参与者是Şht。穆斯塔法·库尔图鲁伊小学教师。我们的参与者小组由10名任课教师组成。研究数据采用质性研究方法之一的半结构化访谈法收集。从研究中获得的数据进行了描述性分析。因此,考虑到小学课堂教师在融入实践中所面临的困难,以及为了使主流化教育更加成功的研究结果,可以建议所有学校人员,特别是课堂教师都要意识到主流化实践,并获得足够的资源和材料进行资源教育。研究表明,小学教师认为特殊需要学生在全纳教育过程中在学业和社会方面都有发展,在特殊需要学生家庭的参与以及指导教师和特殊教育教师的合作下,他们希望在TRNC中为特殊需要学生进行的全纳实践是可以实现的。课堂教师通过与其他教师交换意见来相互支持。在全纳教育中,当课堂教师在为有特殊需要的学生提供支持教育服务时遇到的困难最小化,并实现TRNC所期望的全纳实践时,就认为是更成功的全纳教育。关键词:全纳教育,教师观,特殊需要学生
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