Exploring the Competencies and Challenges of English Language Teachers in Teaching Inclusive Education Programs: A Qualitative Research
DOI:
https://doi.org/10.53103/cjlls.v2i3.43Keywords:
English Language Teachers, Inclusive Education, ChallengesAbstract
The aim of this study is to reveal the inclusive educational competencies and experiences of English teachers. In this study, a qualitative research method was used. The research was carried out with semi-structured interviews conducted with eight teachers, four of whom are male and four of whom are female, in Bartın Province in the 2014-2015 academic year. After the interviews, the research data were analyzed by descriptive analysis techniques. As a result of the study, the most important problems faced by teachers in practice are lack of parental support, studying inclusive students in crowded classrooms without professional support, and difficulties in controlling an inclusion student. The findings of the research have provided some suggestions. It is thought that the practices of inclusion will be more successful by reducing the number of students, providing teachers to take in-service education, providing psychological support to families, and including them in the process.
References
Aslan, O. (2020). The opinions of science teachers and students about inclusion education. Amasya University Institute of Natural and Applied Sciences. Amasya.
Cavkaytar, A. (2013), Children in need of special education and special education, In, I. H. Thorn (Ed.) Students who need special education and special education, (ss.1-28), Ankara: Pegem Academy
Demirtaş, Z. (2019). The right of persons with disabilities to education within the framework of international treaties. Academic Journal of the Human Rights and Equality Institution of Turkey, 2, 39-59.
DeMonte, T. M. (2010). Finding the least restrictive environment for preschoolers under the IDEA: An analysis and proposed framework. Wash. L. Rev., 85, 157.
Diken, İ. H. (Ed.) (2013). Integration in primary education. Ankara: Pegem Academy.
EARGED, (2010). Evaluation of inclusion practices in primary schools of the department of research and development of education.
Eripek, S. (Ed.) (1998). Special education. Eskişehir: Anadolu University Open Education Publications
Güleryüz, B., & Özdemir, M. (2015). An investigation of the attitudes of classroom teachers and prospective classroom teachers regarding inclusion education. Uşak University Journal of Social Sciences, 8(3), 53-64.
Kara, Z. (2016). An investigation of the factors affecting the attitudes of classroom teachers towards inclusive education students. (Master's thesis). Istanbul Aydın University, Institute of Social Sciences, Istanbul.
Kırcaali-İftar, G. (1998). Individuals with special needs and special education. Publications of Eskişehir Anadolu University Faculty of Open Education. No. 561.
Kot, M., Sönmez, S., Yıkmış, A., & Çiftçi Tekinarslan, İ. (2015). Primary school 4 grade the applications of classroom teachers for inclusion students with mental disabilities within the scope of social studies course. Journal of the Faculty of Education of Abant Izzet Baysal University, 15 (USBES Special Issue I), 231-246.
Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications.
Özen, A., Ergenekon, Y., Burcu Ülke, K., & Genç, D. (2013). Determination of the teaching practices of preschool teachers who are integration students in their classrooms. Anadolu University Journal of Social Sciences, 13(3) 153-166
Özmen Güzel, R. (2009). Creation and presentation of schematic organizers for students with learning disabilities and affected by mental disability in the teaching of life sciences, social studies and science. National Education, 38(181), 289-301.
Patton MQ. (2002). Qualitative research and evaluation methods. 3rd Sage Publications; Thousand Oaks, CA:
Sadioglu, O., Bilgin, A., Batu, S., & Oksal, A. (2013). Problems, expectations, and suggestions of elementary teachers regarding inclusion. Educational Sciences: Theory and Practice, 13(3), 1760-1765.
Shuttleworth, M. (2008). Descriptive research design. Retrieved on Apr 15, 2015 from Explorable.com: https://explorable.com/descriptive-research-design.
Sucuoğlu, B., & Kargın, T. (2008). Mainstreaming applications in primary education. Approaches, methods, techniques. Istanbul: Morpa Cultural Publications.
Tezcan, M. (1984). Social and cultural change. Ankara: Ankara University. Educate. Bil. Fak.Release. No.129
Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in social sciences (5. printing). Ankara: Distinguished Publishing House.
Yılmaz, E. (2015). The opinions of teachers in an elementary school about the practice of inclusion (Master's thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Mustafa Bingol
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published by CJLLS are licensed under the Creative Commons Attribution 4.0 International License. This license permits third parties to copy, redistribute, remix, transform and build upon the original work provided that the original work and source is appropriately cited.
