A CASE STUDY FOR EVALUATING THE OUTPUTS OF THE APPLIED INCLUSIVE EDUCATION MODEL AT THE UNDERGRADUATE LEVEL

Abstract

To successfully execute inclusive applications, to provide an appropriate learning environment for students with special needs and to meet their developmental needs, teachers' competence for inclusion needs to be increased. In this respect, it is important to provide practical training in the pre-service period to make teacher candidates feel self-sufficient about inclusive education in undergraduate training. Because theoretical knowledge can be forgotten in the course of time. However, providing teachers candidates with the opportunity to practice in classrooms with special needs students can be useful both in ensuring the permanence of the knowledge they have acquired and also in gaining experience on how to apply inclusive education. In this research, the ‘Applied Inclusive Education Model’ was developed and tested for the students who are in the 4th grade in the department of classroom teaching who took the inclusive education course. The aim of the study is to evaluate the experiences gained by senior students of ‘Muğla University Faculty of Education’ who are sent to teaching practice in the classrooms where inclusion students are within the scope of ‘Inclusive Education’ course. In accordance with the subgoals of the study, the findings were evaluated in three themes: ‘the works conducted by the teacher candidates before and during practice, the experiences gained during the practice and the suggestions they developed’.