DEVELOPING AN IN-SERVICE TRAINING PROGRAM ABOUT INCLUSIVE EDUCATION FOR PRIMARY SCHOOL TEACHERS


Inclusive education practices mean the practices that enable students with special needs to receive equal education in general education classes and with their peers without disability. The success of these practices depends on the knowledge and skills of the teachers who are the real practitioners. However, both the relevant literature and the researchers’ observations in the field reveal that teachers do not have the sufficient information about the inclusion education practices. In line with these data, preparing an in-service training program about inclusion education to eliminate the deficiencies of the primary schools teachers was aimed in this study. Program design which was conducted with Taba curriculum development model and within the framework of student-centered design started with the needs analysis. Interviews were conducted with 16 primary schools teachers using the open-ended interview form. Content analysis was applied to the obtained data and needs were created by thematicizing the obtained data under three categories. To meet the emerging needs, 4 units and 23 targets have been identified and the behaviors and targets of each target have been put into practice. It was hoped that this in-service training program will be useful in eliminating the deficiencies of the teachers who regard the inclusion education practices in their classes.


Keywords


inclusive education, primary education teachers, in-service training program.

Author : Cevat EKER -Özgür Murat ÇOLAKOĞLU - Mümine AKÇAALAN - Birsen GÜNERİ
Number of pages: 2275-2291
DOI: http://dx.doi.org/10.29228/TurkishStudies.25870
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Turkish Studies-Educational Sciences
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