SavedAdd your journal

Journals / Disiplinlerarası Eğitim Araştırmaları Dergisi / 2026 / Cilt: 9 Sayı: 21

An Examination of Support Education Rooms and Middle School Academic Achievement within the Context of Inclusive Education in Special Education

Özel Eğitimde Kapsayıcı Eğitim Bağlamında Destek Eğitim Odaları ve Ortaokul Başarı Sonuçlarının İncelenmesi

Fatih Pala(MİLLİ EĞİTİM BAKANLIĞI)0000-0003-1828-0461
Pages
329–339
Publication Date
2025-08-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The study also indicates differences in the types of diplomas received by students who attended support education, suggesting that these students participated in more intensive educational programs and were better prepared for future opportunities.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to compare the academic achievement in social studies of middle school students who receive instruction in support education rooms with those who do not.
📊
Key Findings & Data:Student and school demographic data, along with outcome data, were analyzed from 2020, starting in the fifth grade, through graduation in 2024, in a province in Turkey.
💡
Conclusion & Impact:The study also indicates differences in the types of diplomas received by students who attended support education, suggesting that these students participated in more intensive educational programs and were better prepared for future opportunities.
🔬Design:Araştırma Makalesi
📍Scope:2020 Verileri
⚙️Variables:Destek eğitim · kapsayıcı eğitim · özel eğitim

Abstract

The aim of this study is to compare the academic achievement in social studies of middle school students who receive instruction in support education rooms with those who do not. Propensity score matching was employed to form the intervention and comparison groups. Student and school demographic data, along with outcome data, were analyzed from 2020, starting in the fifth grade, through graduation in 2024, in a province in Turkey. Students with disabilities who received instruction in support education rooms achieved better results in social studies compared to their peers. The study also indicates differences in the types of diplomas received by students who attended support education, suggesting that these students participated in more intensive educational programs and were better prepared for future opportunities.

Özet

Bu çalışmanın amacı destek eğitim odalarında eğitim alan ortaokul öğrencileri ile destek eğitim odalarında eğitim almayan ortaokul öğrencilerinin sosyal bilgiler dersi akademik başarılarını karşılaştırmaktır. Müdahale ve karşılaştırma gruplarını oluşturmak amacıyla eğilim skoru eşleştirme yönteminin kullanılmıştır. Türkiye’deki bir ilde, 2020 yılında beşinci sınıftan başlayarak 2024 yılındaki mezuniyete kadar öğrenci ve okul demografik verileri ile sonuç verileri analiz edilmiştir. Destek eğitim odalarında eğitim alan engelli öğrenciler, bu odalarda eğitim akranlarına kıyasla sosyal bilgiler dersinde daha iyi sonuçlar elde etmiştir. Çalışma, destek eğitim alan öğrencilerin diploma türlerinde farklılıklar olduğunu göstermektedir. Bu da destek odalarında eğitim alan öğrencilerin daha yoğun bir eğitim programına katıldıklarını ve ileride fırsatlara daha iyi hazırlandıklarını göstermektedir.

🔖

Cite This Article

Pala, F. (2025). An Examination of Support Education Rooms and Middle School Academic Achievement within the Context of Inclusive Education in Special Education. Disiplinlerarası Eğitim Araştırmaları Dergisi, Cilt: 9 Sayı: 21, 329–339. https://doi.org/10.57135/jier.1673630

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (41)

  1. Adjei, E. S., Osei, E., Edusei, A. K., & Nakua, E. K. (2024). A systematic review of academic performance of Children with Disabilities (CWDs) in inclusive education schools in Low and Middle-Income Countries (LMICs). Heliyon, 10(3). https://doi.org/10.1016/j.heliyon.2024.e25216
  2. Akay, E. (2024). İşitme kayıplı bir öğrenciyle destek eğitim sürecinde sosyal bilgiler ders kitabındaki metinlerin kullanımı. Anadolu Journal of Educational Sciences International, 14(2), 630–654. https://doi.org/10.18039/ajesi.1454851
  3. Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https://doi.org/10.1080/13603116.2018.1445304
  4. Apple, M. W. (2012). Education and power. Routledge.
  5. Banks, J. A. (Ed.). (2006). Diversity and citizenship education: Global perspectives. John Wiley & Sons.
  6. Barshay, J. (2018). College students predicted to fall by more than 15% after the year 2025. The Hechinger report. Retrieved March 30, 2025 from https://hechingerreport.org/college-students-predicted-to-fall-by-more-than-15-after-the-year-2025/.
  7. Brierley, C., Ellis, L., & Reid, E. R. (2022). Peer‐assisted learning in medical education: A systematic review and meta‐analysis. Medical Education, 56(4), 365–373. https://doi.org/10.1111/medu.14672
  8. Cameron, D. L. (2014). An examination of teacher–student interactions in inclusive classrooms: Teacher interviews and classroom observations. Journal of Research in Special Educational Needs, 14(4), 264–273. https://doi.org/10.1111/1471-3802.12021
  9. Dalgaard, N. T., Bondebjerg, A., Viinholt, B. C., & Filges, T. (2022). The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs. Campbell Systematic Reviews, 18(4), e1291. https://doi.org/10.1002/cl2.1291
  10. Daniels, K., & Helks, M. (Eds.). (2025). An Introduction to Diverse Literacies in Primary Classrooms: Perspectives on Pedagogy and Practice. Taylor & Francis.
  11. Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European journal of special needs education, 28(2), 119-135.
  12. Güven, D. (2021). Zihin yetersizliği olan öğrencilerin devam ettiği destek eğitim odası hizmetine yönelik bir durum çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(4), 895–919. https://doi.org/10.21565/ozelegitimdergisi.731858
  13. Hernández-Torrano, D., Somerton, M., & Helmer, J. (2022). Mapping research on inclusive education since Salamanca Statement: A bibliometric review of the literature over 25 years. International Journal of Inclusive Education, 26(9), 893–912. https://doi.org/10.1080/13603116.2020.1747555
  14. Hornby, G. (2021). Are inclusive education or special education programs more likely to result in inclusion post-school? Education Sciences, 11(6), 304. https://doi.org/10.3390/educsci11060304
  15. Hurwitz, S., Perry, B., Cohen, E. D., & Skiba, R. (2020). Special education and individualized academic growth: A longitudinal assessment of outcomes for students with disabilities. American Educational Research Journal, 57(2), 576–611. https://doi.org/10.3102/0002831219857054
  16. Kirk, S. A., Gallagher, J. J., Coleman, M. R., & Anastasiow, N. J. (2015). Educating exceptional children (p. 560). Stamford, CT: Cengage Learning.
  17. Kirkwood-Watts, D. L. (2023). Undergraduate Biology Students' Engagement with Formative Assessments in and Out of Class (Doctoral dissertation, The University of Nebraska-Lincoln).
  18. Krämer, S., Möller, J., & Zimmermann, F. (2021). Inclusive education of students with general learning difficulties: A meta-analysis. Review of Educational Research, 91(3), 432–478. https://doi.org/10.3102/0034654321998072
  19. Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.
  20. MoNE (Ministry of National Education). (2023). Özel eğitim hizmetleri yönetmeliği. Ankara: Resmi gazete.
  21. Navrátilová, J., Svojanovský, P., Obrovská, J., Kratochvílová, J., Lojdová, K., & Plch, L. (2024). Who is in focus? A scoping review of themes and consistency in inclusive education for all. European Journal of Special Needs Education, 1-18.
  22. Neoh, J. Y. (2021). Citizenship and democratic education in the time of rising nationalism: Implications for citizenship education from the cases of Australia and Singapore. Citizenship Teaching & Learning, 16(3), 361-379.
  23. Norwich, B. (2023). Addressing tensions and dilemmas in inclusive education: Resolving democratically. Routledge.
  24. Öztürk, S. A. (2020). Kaynaştırma eğitimine ilişkin sosyal bilgiler alanında yapılan çalışmaların incelenmesi. Journal of Innovative Research in Social Studies, 3(1), 70–89.
  25. Rosenbaum, P. R., & Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70(1), 41–55. https://doi.org/10.1093/biomet/70.1.41
  26. Rubin, D. B. (2006). Matched sampling for causal effects. Cambridge University Press.
  27. Ruijs, N. M., & Peetsma, T. T. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational research review, 4(2), 67-79.
  28. Scott, L. A., Thoma, C. A., Taylor, J. P., Bruno, L. P., & Sheridan-Stiefel, K. (2024). Bridging Academics and Transition Goals for Students With Intellectual Disability. Handbook of Research-Based Practices for Educating Students with Intellectual Disability.
  29. Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591–611. https://doi.org/10.1093/biomet/52.3-4.591
  30. Stuart, E. A. (2010). Matching methods for causal inference: A review and a look forward. Statistical science: a review journal of the Institute of Mathematical Statistics, 25(1), 1.
  31. Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H.,. & Woodcock, S. (2023). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38(2), 291-302.
  32. Szumski, G., Smogorzewska, J., & Grygiel, P. (2022). Academic achievement of students without special educational needs and disabilities in inclusive education – Does the type of inclusion matter? PLOS ONE, 17(7). https://doi.org/10.1371/journal.pone.0270124
  33. Taber, K. S. (2025). Mediated learning leading development—The social development theory of Lev Vygotsky. In Science education in theory and practice: An introductory guide to learning theory (pp. 275-292). Cham: Springer Nature Switzerland.
  34. Talas, S., Türkoğlu, G., & Karamuklu, E. S. (2022). Türkiye'de destek eğitim odası üzerine sistematik bir derleme. Cumhuriyet Uluslararası Eğitim Dergisi, 11(3), 575–586. https://avesis.cumhuriyet.edu.tr/eminesecilkaramuklu/yayinlar
  35. UNESCO. (2020). Inclusion and education: All means all. Global Education Monitoring Report.
  36. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  37. Wang, L., & Chen, C. J. (2025). Factors affecting student academic performance: A systematic review. International Journal on Studies in Education (IJonSE), 7(1).
  38. Yakut, A. D. (2021). Students with specific learning disabilities in inclusive settings: A study of teachers’ self–efficacy. Learning Disabilities Research & Practice, 36(2), 136–144. https://doi.org/10.1111/ldrp.12241
  39. Yazıcıoğlu, T. (2020). Destek eğitim odalarında görev yapan öğretmenlerin gözüyle destek eğitim odaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(2), 273–297. https://doi.org/10.21565/ozelegitimdergisi.584392
  40. Yıldız, H., & Atamtürk, N. (2024). İlkokullarda uygulanan destek eğitim odası hizmetine ilişkin öğretmen görüşleri. Eğitim ve Bilim, 48(215), 123–143. https://dergipark.org.tr/en/pub/education/issue/83871/1421792
  41. Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H.,. & Woodcock, S. (2023). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38(2), 291-302.