International Association of Educators   |  ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2021, Vol. 17(2) 406-429

Who and How Do I Include? A Case Study on Teachers’ Inclusive Education Practices

Ruhan Karadağ Yılmaz & Emir Yeganeh

pp. 406 - 429   |  DOI: https://doi.org/10.29329/ijpe.2021.332.25   |  Manu. Number: MANU-2009-25-0003.R2

Published online: April 07, 2021  |   Number of Views: 104  |  Number of Download: 232

Save PDF

Abstract

The purpose of this study was to determine the perceptions and practices of teachers about inclusive education and to propose solutions to the problems experienced by the teachers in the light of the study findings. The study was carried out by qualitative research approach and case study design was used. The participants of the study consisted of 20 primary school teachers who worked in public schools in the 2019-2020 academic year and participated voluntarily in this study. Data were analyzed through descriptive analysis technique. As a result of this study it was found that the teachers experienced a lack of conceptual clarity regarding the definition of inclusive education and a great majority of them focused on the main philosophy of inclusiveness, yet few of them attempted to relate inclusiveness to instructional practices. Moreover, the findings revealed that the teachers did not perform activities directed to the application of inclusive education in their classes and that they had different expectations from the Turkish Ministry of National Education, school administrations, non-governmental organizations (NGOs), and parents.

Keywords: Inclusive Education, Individual Differences, Learning Needs, Inclusive Education Applications

How to Cite this Article?

APA 6th edition
Yilmaz, R.K. & Yeganeh, E. (2021). Who and How Do I Include? A Case Study on Teachers’ Inclusive Education Practices . International Journal of Progressive Education, 17(2), 406-429. doi: 10.29329/ijpe.2021.332.25

Harvard
Yilmaz, R. and Yeganeh, E. (2021). Who and How Do I Include? A Case Study on Teachers’ Inclusive Education Practices . International Journal of Progressive Education, 17(2), pp. 406-429.

Chicago 16th edition
Yilmaz, Ruhan Karadag and Emir Yeganeh (2021). "Who and How Do I Include? A Case Study on Teachers’ Inclusive Education Practices ". International Journal of Progressive Education 17 (2):406-429. doi:10.29329/ijpe.2021.332.25.
References
  1. Abbott, C. (2007). e-Inclusion: Learning difficulties and digital technologies. Futurelab.  [Google Scholar]
  2. Ahmmed, M. (2015). Inclusive education in Bangladesh. In T. Corcoran, J. White & B. Withburn (Eds.), Disability studies. educating for inclusion (pp.57-73). Sense Publisher. [Google Scholar]
  3. Ahmmed, M., Sharma, U., & Deppeler, J. (2013). Impact of demographic variables and school support on teacher efficacy in inclusive classrooms in Bangladesh. International Journal of Diversity in Education, 12(2), 1–14. [Google Scholar]
  4. Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routladge: Taylor & Francis Group.  [Google Scholar]
  5. Armstrong, F. (2016). Inclusive education. The key role of teaching assistants. In G. Richards, & F. Armstrong (Eds.), Key issues for teaching asisstants. Working in diverse and inclusive classrooms (2nd edition, pp. 1-12). Routledge.   [Google Scholar]
  6. Armstrong, A.C., Armstrong, D., & Spandagou, I. (2010). Inclusive education international policy & practice. Sage Publications.  [Google Scholar]
  7. Azueta, J. N. & Kamenopoulou, L. (2018). The perspectives of teachers in Belize in relation to working with visually ımpaired pupils in mainstream schools: An exploratory study. Inclusive Education and Disability in the Global South, 111-128. https://doi.org/10.1007/978-3-319-72829-2_5. [Google Scholar] [Crossref] 
  8. Bandura, A. (1997) Self-efficacy: the exercise of control. W.H. Freeman and Company. [Google Scholar]
  9. Barton, L. (1997). Inclusive education: Romantic, subversive or realistic? International Journal of Inclusive Education, 1(3), 231-242.  [Google Scholar]
  10. Bayram, B., &  Öztürk, M. (2020). Opinions and practices of social studies teachers on ınclusive education. Education and Science, Early Release, 1-23. [Google Scholar]
  11. Bloor, M., & Wood, F. (2006). Keywords in qualitative methods. A vocabulary of research concepts. SAGE Publications.  [Google Scholar]
  12. Bradshaw, L., & Mundia, L. (2006). Attitudes and concerns about inclusive education: Bruneian inservice and preservice teachers. International Journal of Special Education, 21(1), 35-41. [Google Scholar]
  13. Coombs-Richardson, R., & Mead, J. (2011). Supporting general educators’ inclusive practices. Teacher Education and Special Education, 24(4), 383-390.  [Google Scholar]
  14. Copfer, S., & Spectht, J. (2014). Measuring effectıve teacher preparation for inclusion. Measuring Inclusive Education International Perspectives on Inclusive Education, 3, 93-113.  [Google Scholar]
  15. Çopur, A. (2019). Beliefs and practices of social studies teachers on inclusion. Pegem Eğitim ve Öğretim Dergisi, 9(2), 451-490, http://dx.doi.org/10.14527/pegegog.2019.015. [Google Scholar]
  16. Dağlıoğlu, H.E., Turupcu Doğan, A. & Basit, O. (2017). What are the teachers doing to ıdentify and develop children’s ındividual skills in ınclusive preschool education environment? GEFAD / GUJGEF 37(3), 883–910.  [Google Scholar]
  17. Davey, L. (1990). The application of case study evaluations. Practical Assessment, Research, and Evaluation, 2(9). https://doi.org/10.7275/02g8-bb93. [Google Scholar] [Crossref] 
  18. Dilekçi, Ü. (2019). Okul yöneticilerinin “kapsayıcı eğitim” kavramına ilişkin algıları: Bir metafor analizi çalışması. 14. Uluslararası Eğitim Yönetimi Kongresi Tam Metin Bildiri Kitabı, 84-90. [Google Scholar]
  19. Direk, A. & Dilber, Y. (2020). Inclusive education with the perspective of primary school principals. International Social Sciences Studies Journal, 6(57), 754-767.  [Google Scholar]
  20. Dukpa D., & Kamenopoulou, L. (2018). The conceptualisation of inclusion and disability in Bhutan. In Kamenopoulou L (Ed.), Inclusive education and disability in the global south. Palgrave. https://doi.org/10.1007/978-3-319-72829-2_3 [Google Scholar] [Crossref] 
  21. Dusik, C. L., & Santarosa, L.M.C. (2016). Mousekey syllabic virtual keyboard: An assistive technology tool for people with physical disabilities. In M.J. Marcelino, A.J. Mendes, & M.C.A. Gomes (Eds.), ICT in education multiple and inclusive perspectives (pp.171-197). Springer. [Google Scholar]
  22. Erol Salihlioğlu, D. (2020). Preschool teachers’ views of the “ınclusive education” concept: A metaphor analysis. Journal of Inclusive Education in Research and Practice, 1 (1), 24-41. [Google Scholar]
  23. Fiore, T., & Cook, R. (1994). Adopting textbooks and other instructional materials. Remedial and Special Education, 15 (6), 333-348. [Google Scholar]
  24. Florian, L., & Becirevic, M. (2011). Challenges for teachers’ professional learning for inclusive education in Central and Eastern Europe and the common wealth of independent states. Prospects, 41, 371–384. [Google Scholar]
  25. Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594-601. [Google Scholar]
  26. Forlin, C. (2010). Reframing teacher education for inclusion. In C. Forlin (Ed.), Teacher education for inclusion. Changing paradigms and innovative approaches (pp.3-12). Routledge.  [Google Scholar]
  27. Forlin, C., I., Cedillo, I. G., Romero-Contreras, S., Fletcher, T., & Hernández, H. J. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of Inclusive Education 14(7), 723–39. [Google Scholar]
  28. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569–82. https://doi.org/10.1037/0022-0663.76.4.569 [Google Scholar] [Crossref] 
  29. Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal 31(3), 627–43. [Google Scholar]
  30. Güngör, F., & Şenel, E, A. (2018). Teachers and students views in problems of the foreign primary school students in education process encountered. Anadolu Journal of Educational Sciences International, 8(2), 124-173. [Google Scholar]
  31. Halder, S., & Argyropoulos, V. (2019). Concluding chapter: Challenges and strategic pathways to participation, equity, and access. In S. Halder, & V. Argyropoulos (Eds.), Inclusion, equity and access for individuals with disabilities (pp. 665-688). Palgrave Macmillan. [Google Scholar]
  32. Harvey, M.W., Yssel, N., Bauserman, A.D., & Merbler, J.B. (2010). Preservice teacher preparation for ınclusion an exploration of higher education teacher-training ınstitutions. Remedial and Special Education, 31(1), 24-33. [Google Scholar]
  33. Hornby, G. (2014) Inclusive special education. Evidence-based practices for children with special needs and disabilities. Springer.  [Google Scholar]
  34. Jordan, A. Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 535–542. https://doi.org/10.1016/j.tate.2009.02.010 [Google Scholar] [Crossref] 
  35. Kırılmaz, M.C., & Öntaş, T. (2020). Examination of implementing inclusive education towards refugees by elementary school teachers. HAYEF: Journal of Education, 17(1); 51-82.  [Google Scholar]
  36. Koutrouba, K., Vamvakari, M., & Steliou, M. (2006). Factors correlated with teachers’ attitudes towards the inclusion of students with special educational needs in Cyprus. European Journal of Special Needs Education, 21(1), 381–394. [Google Scholar]
  37. Kula, S. S. (2020). Güncel bir kavram olarak kapsayıcı eğitime öğretmen adaylarının bakış açısı. VII.th International Eurasian Educational Research Congress. Conference Proceedings, 770-784.  [Google Scholar]
  38. Liasidou, A. (2015). Inclusive education and the ıssue of change. Theory, policy and pedagogy. Palgrave Macmillan. [Google Scholar]
  39. Lopes, J. A., Monteiro, I., Sil, V., Rutherford, R. B., & Quinn, M. M. (2004). Teachers' perceptions about teaching problem students in regular classrooms. Education and Treatment of Children, 27, 394-419. [Google Scholar]
  40. Malinen, O., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28, 526-534. https://doi.org/10.1016/j.tate.2011.12.004 [Google Scholar] [Crossref] 
  41. Meijer, C.W., Pijl, S.J., & Hegarty, S. (1997). Inclusion. Implementation and approaches. In S.J. Pijl, C.W.Meijer, & S.Hegarty (Eds.), Inclusive education. A global agenda (pp.150-161). Routledge. [Google Scholar]
  42. Miles, M. B., & Huberman, A. M. (1994).Qualitative data analysis: An expanded sourcebook. (2nd ed.). Sage Publications. [Google Scholar]
  43. Mitchell, D. (2014). What really works in special and inclusive education. Using evidence-based teaching strategies. (2nd ed.). Routledge. [Google Scholar]
  44. O'Donoghue, T.A., & Chalmers, R. (2000). How teachers manage their work in inclusive classrooms. Teaching and Teacher Education, 16, 889-904. https://doi.org/10.1016/S0742-051X(00)00033-0 [Google Scholar] [Crossref] 
  45. Organisation for Economic Co-operation and Development (OECD), (2005). Teachers matters. Attracting, developing and retaining effective teachers. https://www.oecd.org/education/school/34990905.pdf [Google Scholar]
  46. Oswald, M. (2007). Training teachers to become inclusive professionals. In P. Engelbrecht, & L. Green (Eds.), Responding to the challenges of inclusive education in southern Africa (pp.140–58). Van Schaik. [Google Scholar]
  47. Ottesen, E. (2013). Inclusion: A critique of selected national policy frameworks. In G. M. Ruairc, E. Ottesen, & R. Precey (Eds.), Leadership for inclusive education: Vision, values and voices (pp. 81–90). Sense Publishers.  [Google Scholar]
  48. Powell, J.J.W., & Pfahl, L. (2018). Disability studies in the universal design university. In S. K. Gertz, B., Huang, & C. Lauren (Eds), Diversity and inclusion in higher education and societal contexts (pp.157- 188). Palgrave Macmillan. [Google Scholar]
  49. Puri, M., & Abraham, G. (2004). Why inclusion? In M. Puri, & G. Abraham (Eds), Handbook of inclusive education for educators, administrators, and planners. within walls, without boundaries (pp. 22-27). SAGE Publications. [Google Scholar]
  50. Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59–75. [Google Scholar]
  51. Robinson, D. (2017). Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education, 61, 164–178. [Google Scholar]
  52. Rose, R., Doveston, M., Rajanahally, J., & Jament, J. (2014). What is effectıve ınclusion? Interpreting and evaluating a western concept in an Indian context. Measuring Inclusive Education International Perspectives on Inclusive Education, 3, 37-51. [Google Scholar]
  53. Rose, R., & Howley, M. (2007). The practical guide to special education needs in ınclusive primary classrooms. Paul Chapman Publishing.  [Google Scholar]
  54. Royer, E. (2001). The education of students with emotional and behavioural difficulties: One size does not fit all. Emotional and Behavioural Difficulties in Mainstream Schools, 1, 129-142.  https://doi.org/10.1016/S1479-3636(01)80011-8 [Google Scholar] [Crossref] 
  55. Saloviita, T. (2015). Measuring pre-service teachers' attitudes towards inclusive education: Psychometric properties of the TAIS scale. Teaching and Teacher Education, 52, 66-72. https://doi.org/10.1016/j.tate.2015.09.003 [Google Scholar] [Crossref] 
  56. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices: An international validation. Journal of Research in Special Educational Needs. 12(1):12-21. https://doi.org/10.1111/j.1471-3802.2011.01200.x [Google Scholar] [Crossref] 
  57. Simons, H. (2014). Case study research: In-depth understanding in context. In P. Leavy (Ed), The Oxford handbook of qualitative research (pp.455-470). Oxford University Press. [Google Scholar]
  58. Slee, R. (2010). Political economy, inclusive education and teacher education. In C. Forlin (Ed.), Teacher education for inclusion. Changing paradigms and innovative approaches (pp.13-22). Routledge. [Google Scholar]
  59. Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers’ responses to inclusion. Journal of Special Education, 31, 480–97. https://doi.org/10.1177/002246699803100405 [Google Scholar] [Crossref] 
  60. Swart, E., & Pettipher, R. (2005). A framework for understanding inclusion. In E. Landsberg (Ed.), Addressing barriers to learning: A South African perspective (pp.3-21). Van Schaik. [Google Scholar]
  61. Tiwari, A., Das, A., & Sharma, M. (2012). Inclusive education a “rhetoric” or “reality”? Teachers' perspectives and beliefs. Teaching and Teacher Education, 52, 128-136. https://doi.org/10.1016/j.tate.2015.09.002 [Google Scholar] [Crossref] 
  62. Verma, G. K. (2007). Diversity and multicultural education. Cross-cutting issues and concepts. In G.K. Verma, C. R. Bagley and M. Mohan Jha (Eds.), International perspectives on educational diversity and inclusion (pp. 21-30). Routledge. [Google Scholar]
  63. Vickerman, P. (2007). Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers. European Physical Education Review, 13(3), 385-402. [Google Scholar]
  64. Walton, E. (2016). The language of ınclusive education. Exploring speaking, listening, reading and writing. Routledge Taylor & Francis Group.  [Google Scholar]
  65. Weisel, A., & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157–74. [Google Scholar]
  66. Winter, E. C. (2006) Preparing new teachers for inclusive schools and classrooms. Support for Learning, 21, 85–91. https://doi.org/10.1111/j.1467-9604.2006.00409.x [Google Scholar] [Crossref] 
  67. Yazıcıoğlu, T. (2019). Anadolu lisesi öğretmenlerinin kaynaştırma eğitimine ilişkin görüşlerinin metafor analizi yoluyla incelenmesi. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 14(20), 394-420. DOI:10.26466/opus.590972 [Google Scholar]
  68. Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.  [Google Scholar]
  69. Yıldırım, E (2020). Investigation of inclusive training for refugees in social studies course. Milli Eğitim, 49(225), 283-317. [Google Scholar]
  70. Yılmaz, N., Özsoy, G., Erciyas, İ. M., Akbulut, F., Karakoç, A., Yiğit, A., & Akşin Yavuz, E. (2019). Öğretmen adaylarının kapsayıcı eğitime ilişkin görüşlerinin incelenmesi. 14. Ulusal Okul Öncesi Öğretmenliği Öğrenci Kongresi: Çocuğun Ekolojik Dünyası Özet Kitapçığı, Maltepe Üniversitesi. [Google Scholar]
Download
Metric
History
Related

Volume 17 Issue 2

April 2021

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2022 - THDSoft e-Journal Management System.