Past, Present, Future of Inclusive Education and Its Reflections on Learning Environments
Abstract views: 616
/ 
PDF downloads: 295
DOI:
https://doi.org/10.5281/zenodo.10253541Keywords:
Inclusion, Disadvantaged Individuals, Learning EnvironmentsAbstract
The concept of inclusive education began to become widespread when researchers advocating the rights of disabled students began to expand this scope and include disadvantaged students. There are many students who differ from each other in their learning environments. While some of them have disabilities, some have left their countries due to war or similar reasons. It would definitely not be fair and equal for schools with such individual differences in educational environments to provide the same education to everyone. It is at this point that researchers have put forward the inclusive education program. Inclusive education is a culture, a model of understanding. It is a way to empathize. Inclusive education is a process that requires the participation of individuals with individual differences in educational environments with different interests, curiosity and learning areas, and processes to support professionals related to them in this direction. Inclusive education is more than a program, curriculum or approach, it is above all an understanding. Although in the past it was established only on disabled individuals, today it covers all disadvantaged individuals. In inclusive education, efforts are made every day to increase individuals' educational rights and opportunities. This process, which started in the 1970s, has progressed from the needs of students to teacher training and planning parent involvement. Although it is stated that the physical conditions of schools, learning environments and teachers are lacking in knowledge, the point reached has reached a significant level.
In inclusive education; It is thought that by increasing the qualifications of teacher training, improving the educational conditions of schools, including parents in the program and increasing awareness of disadvantaged individuals in society, the academic, social and psychological aspects of these students will increase, employment opportunities will open and they will become integrated members of society.
References
Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th ed.). Cencage Learning
Amaç, Z. (2021). Kapsayıcı Eğitim Ve İlkokul Öğretmenleri: Sistematik Bir İnceleme. Elektronik Eğitim Bilimleri Dergisi,10(19), 74-97.
Atman, Y. (2022). Eğitimde Kapsayıcılık. Vize Yayıncılık, adlı çalışmadan uyarlanmıştır.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory (3rd ed.). Thousand Oaks, CA: Sage. Organizational Research Methods, 12(3), 614-617.
Çayır, K. (2022). Etik Sorumluluk, İnsan Hakları ve Kültürel-Ahlaki Gerekçeler Geriliminde Türkiye’de Kapsayıcı Eğitim. REFLEKTİF Sosyal Bilimler Dergisi, 3(1), 75–90.
Deniz, T. (2014). Uluslararası göç sorunu perspektifinde Türkiye. Türkiye Sosyal Araştırmalar Dergisi, 18(1), 175-204.
Direk, A. & Dilber Y. (2020).İlkokul Müdürlerinin Bakış Açısıyla Kapsayıcı Eğitim.Social Sciences Studies Journal
Hunter, S. T., Bedell, K. E., & Mumford, M. D. (2007). Climate for creativity. A quantitative review. Creativity Research Journal, 19, 69–90.
Irwin S. H. (2005). SpeciaLink Child Care Inclusion Practices Profile and Principles Scale. Winnipeg, Manitoba, Canada: SpeciaLink: The National Centre for Child Care Inclusion.
Katz, L. G. (1993). Multiple perspectives on the quality of early childhood programmes. European Early Childhood Education Research Journal, 1(2), 5-9.
Mac Ruairc, G. (2013). Including Who? Deconstructing the Discourse. Leadership for Inclusive Education (s. 9-18). Brill Sense).
Layzer, J. I., & Goodson, B. D. (2006). The “quality” of early care and education settings definitional and measurement issues. Evaluation Review, 30(5), 556-576.
Raab, M., & Dunst, C.J. ( 1997, November). Influence of classroom ecologies on child behavior. Poster session presented at the Division for Early Childhood International Conference on Children with Special Needs, New Orleans, LA.
Sakız, H. (2022). Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar. Turkish Journal of Special Education Research and Practice,4 (1) , 1-26.
Slee, R. (2001). Inclusion in Practice: Does practice make perfect? Educational Review, 53(2), 113–123.
Soukakou, E. (2012). Measuring quality in inclusive preschool classrooms. Development and validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly, 27(3), 478-488.
Şimşek, H., Dağıstan, A., Şahin, C., Koçyiğit, E., Dağıstan Yalçınkaya G., Kart, M. ve Dağdelen, S. (2019). Kapsayıcı eğitim bağlamında Türkiye’de temel eğitim programlarında çok kültürlülüğün izleri. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 177-197.
Şimşek, Ü. (2019). Sosyal bilgiler öğretmenlerinin kapsayıcı eğitime yönelik tutum ve özyeterlikleri ile sınıf içi uygulamalara ilişkin görüşlerinin karşılaştırılması. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education. Evidence-based practices. The Journal of Special Education, 37(3), 164-173. https://doi.org/10.1177/00224669030370030601
Özel, D., & Çetinkaya Yıldız, E. (2020). Kapsayıcı Eğitim ve Ekolojik Model. Journal of Inclusive Education in Research and Practice, 1(2), 16-28.
Özbek, Ö. Y. & Taner, P. O. (2023). Okul Yöneticilerinin Kapsayıcı Eğitime İlişkin Farkındalıkları Üzerine Sanat-Temelli Bir Çalışma. Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi, 11 (1) , 75-96. DOI: 10.57115/karefad.1276345
Öztürk, M., Tepetaş Cengiz, G.Ş., Köksal, H. ve İrez, S. (2017). Sınıfında yabancı uyruklu öğrenci bulunan öğretmenler için el kitabı. (Ed.: Semih Aytekin). MEB Yayınları.
UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education Salamanca, Spain, UN.
UNESCO (2000). The Dakar Framework for Action. UNESCO.
UNESCO (2005). Guidelines for Inclusion: Ensuring Access to Education for All. UNESCO.
UNICEF (2012). The right of children with disabilities to education. A rights-based approach to inclusive education. Ekim 2015’te erişildi: http://www.unicef.org/ceecis/IEPositionPaper_ENGLISH.pdf
Ünal, R., & Aladağ, S. (2020). Kapsayıcı Eğitim Uygulamaları Bağlamında Sorunlar ve Çözüm Önerilerinin İncelenmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(1), 23-42.
Yardımcı. S. (2015). Engellik ve Ayrımcılık. Eğtimciler için Temel Metinler ve Örnek Dersler s.7-17, Karkök Yayınları
Yılmaz, B., & Karasu, N. (2018). Okul Öncesi Kaynaştırmada Kalite: Kapsam ve Değerlendirme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 181-198.
Yılmaz, H. (2014). Bilgi Liderliğinin İşletme Performansı Üzerine Etkilerinin Değerlendirilmesi. Optimum Ekonomi ve Yönetim Bilimleri Dergisi, 1(1), 51–68.
Wolery M., Pauca T., Brashers M. S., Grant S. (2000). Quality of inclusive experiences measure. Chapel Hill: University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 INTERNATIONAL JOURNAL OF SOCIAL HUMANITIES SCIENCES RESEARCH
This work is licensed under a Creative Commons Attribution 4.0 International License.
