Opinions and Practices of Social Studies Teachers on Inclusive Education


Bayram B., ÖZTÜRK M.

EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.46, no.206, pp.355-377, 2021 (Journal Indexed in SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 46 Issue: 206
  • Publication Date: 2021
  • Doi Number: 10.15390/eb.2020.9179
  • Title of Journal : EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Page Numbers: pp.355-377

Abstract

In the 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in 2015, it was emphasized that quality and inclusive education form the basis of a sustainable future and development. Inclusive education is an understanding of education that values diversity, arises based on the principle of social justice and equality, and is committed to ensuring that no children be excluded from the education process for reasons such as gender, social class, health, and success. Inclusive education practices are becoming widespread all over the world and importance is given to channelling students with differences to general education institutions. In this study, it was intended to help to identify problems and needs of the existing education system by determining the opinions, knowledge, and practices of social studies teachers for inclusive education in Turkey. The study was carried out using a survey model with 313 social studies teachers. A questionnaire was used as the data collection tool. According to the findings of the research, although teachers generally have positive opinions about inclusive education, it was seen that a significant portion of them did not have an adequate and efficient level of knowledge and in-class practices. The rate of participants who saw themselves successful in terms of inclusive education practices varies depending on disadvantaged student groups. In addition, teachers' personal opinions, perceptions of self-efficacy, and classroom practices for inclusive education differ for variables such as gender, professional experience, educational status, and prior knowledge. Participants saw the most important barriers to inclusive education as curriculum, social perception, and practices.