SavedAdd your journal

Journals / The Journal of Social Science / 2025 / Cilt: 9 Sayı: 18

A Review of The Papers on Inclusive Education by Academics in Türkiye in Scopus Database

Türkiye’deki Akademisyenlerin Scopus Veri Tabanındaki Kapsayıcı Eğitime İlişkin Çalışmalarının İncelenmesi

Elif Iliman Püsküllüoğlu(EGE ÜNİVERSİTESİ)0000-0001-9390-1139
Osman Ferda Beytekin(EGE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-3934-0814
Pages
280–297
Publication Date
2025-09-30
🏛️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)

In conclusion, the recent increase in inclusive education studies and their general focus on disability and individuals with disabilities is significant.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine the studies conducted by academics in Turkey on inclusive education in the Scopus database, using the bibliometric analysis method, and to identify trends in inclusive education research.
📊
Key Findings & Data:A search was conducted in August 2025 using the words “inclusive education” in the Scopus database.
💡
Conclusion & Impact:In conclusion, the recent increase in inclusive education studies and their general focus on disability and individuals with disabilities is significant.
🔬Design:Araştırma Makalesi
📍Scope:2025 Verileri
⚙️Variables:Kapsayıcı eğitim · bibliyometrik analiz · Scopus

Abstract

This study aims to examine the studies conducted by academics in Turkey on inclusive education in the Scopus database, using the bibliometric analysis method, and to identify trends in inclusive education research. A search was conducted in August 2025 using the words “inclusive education” in the Scopus database. A bibliometric analysis was conducted with 127 articles obtained by following the identification, screening, eligibility, and inclusion processes in the PRISMA flow chart. According to the research results, the number of studies on inclusive education has increased in the past five years. The studies that examine the learning environments of higher education students with physical disabilities, as well as teachers' attitudes towards inclusive education, have been cited more than a hundred times. The use of the concepts of inclusive education, disability, and teacher attitudes has increased, and in parallel with current developments, concepts such as evidence-based practices and educational technologies have begun to be used. In conclusion, the recent increase in inclusive education studies and their general focus on disability and individuals with disabilities is significant. However, it is critical to expand the scope of inclusive education to include every individual, including those with disabilities, so that all individuals can benefit equally from the right to education.

Özet

Bu araştırmada Scopus veri tabanındaki Türkiye’deki akademisyenler tarafından gerçekleştirilen kapsayıcı eğitim ile ilgili yapılmış çalışmaları bibliyometrik analiz yöntemiyle incelemek ve kapsayıcı eğitim araştırmalarındaki eğilimleri belirlemek amaçlanmaktadır. Ağustos 2025’te Scopus veri tabanında “inclusive education (kapsayıcı eğitim)” sözcükleri kullanılarak tarama yapılmıştır. PRISMA akış grafiğindeki tanımlama, tarama, uygunluk ve dahil etme süreçleri takip edilerek ulaşılan 127 makaleyle bibliyometrik analiz çalışması gerçekleştirilmiştir. Araştırma sonuçlarına göre kapsayıcı eğitimle ilgili çalışmaların sayısı son yıllarda artmıştır. Fiziksel engeli olan yükseköğretim öğrencilerinin öğrenme ortamlarının ve öğretmenlerin kapsayıcı eğitime ilişkin tutumlarının incelendiği çalışmalar yüzün üzerinde atıf almıştır. Kapsayıcı eğitim, engellilik, öğretmen tutumu kavramlarının kullanımı artmış ve güncel gelişmelere paralel olarak kanıta dayalı uygulamalar ve eğitim teknolojileri gibi kavramlar kullanılmaya başlanmıştır. Sonuç olarak, kapsayıcı eğitim çalışmalarının son yıllarda artması ve genellikle engellilik ve engelli bireyler bağlamında ele alınması önemlidir. Ancak kapsayıcı eğitimin kapsamının engelli bireyler de dahil olmak üzere her bireyi içerecek şekilde genişletilmesi, tüm bireylerin eğitim hakkından eşit bir şekilde yararlanması açısından kritik bir öneme sahiptir.

🔖

Cite This Article

Püsküllüoğlu, E. I., Beytekin, O. F. (2025). A Review of The Papers on Inclusive Education by Academics in Türkiye in Scopus Database. The Journal of Social Science, Cilt: 9 Sayı: 18, 280–297. https://doi.org/10.30520/tjsosci.1767314

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (58)

  1. Ainscow, M. (2005). Developing inclusive education systems: What are levers for change. Journal of Educational Change, 6(2), 109-124. https://doi.org/10.1007/s10833-005-1298-4
  2. Ainscow, M., Booth, T., & Dyson, A. (2006). Inclusion and the standards agenda: negotiating policy pressures in England, International Journal of Inclusive Education, 10(4-5), 295-308, DOI: 10.1080/13603110500430633
  3. Ainscow, M., & Viola, M. (2023): Developing inclusive and equitable education systems: some lessons from Uruguay, International Journal of Inclusive Education, 1-17. https://doi.org/10.1080/13603116.2023.2279556
  4. Akkok, F. (2000). Special education research: A Turkish perspective. Exceptionality, 8(4), 273-279.
  5. Akkok, F. (2001). The past, present and future of special education: The Turkish perspective. Mediterranean Journal of Educational Studies, 6(2), 15-22.
  6. Alnaim, A. F., & Sakız, H. (2025). Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes. International Journal of Inclusive Education, 29(5), 721-740. https://doi.org/10.1080/13603116.2023.2216697
  7. Altay, B., Ballice, G., Bengisu, E., Alkan-Korkmaz, S., & Paykoç, E. (2016). Embracing student experience in inclusive design education through learner-centred instruction. International Journal of Inclusive Education, 20(11), 1123-1141. http://dx.doi.org/10.1080/13603116.2016.1155662
  8. Amaç, Z. (2021). Kapsayıcı eğitim ve ilkokul öğretmenleri: Sistematik bir inceleme. Elektronik Eğitim Bilimleri Dergisi, 10(19), 74-97. https://dergipark.org.tr/en/download/article-file/1588494
  9. Artiles, A.J., & Kozleski, E. B. (2016). Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea. Education Policy Analysis Archives, 24(43). http://dx.doi.org/10.14507/epaa.24.1919
  10. Ballew, B. S. (2009). Elsevier's Scopus® database. Journal of Electronic Resources in Medical Libraries, 6(3), 245-252.
  11. Barajas Motta, N., Chiappe, A., & Sáez Delgado, F. M. (2025). Bridging the gap: AI and teacher training for inclusive Education 4.0. Journal of Research in Special Educational Needs, 00, 1–15. DOI: 10.1111/1471-3802.70033
  12. Bildirici Çalık, E. (2024, Mayıs 23-25). Kapsayıcı liderlik literatürünün Vosviewer ile bibliyometrik analizi. [Konferansta Sunulan Sözlü Bildiri]. 32. Ulusal Yönetim ve Organizasyon Kongresi. Giresun. https://yonorg2024.giresun.edu.tr/Files/ckFiles/yonorg2024-giresun-edu-tr/32.%20Ulusal%20Y%C3%B6netim%20ve%20Organizasyon%20Kongresi%20Bildiriler%20Kitab%C4%B1.pdf
  13. Burnham, J. F. (2006). Scopus database: a review. Biomedical Digital Libraries, 3(1), 1-8.
  14. Chadegani, A. A., Salehi, H., Yunus, M. M., Farhadi, H., Fooladi, M., Farhadi, M., & Ebrahim, N. A. (2013). A comparison between two main academic literature collections: Web of Science and Scopus databases. Asian Social Science, 9(5),18-26.
  15. Collins, A., Azmat, F., & Rentschler, R. (2019). ‘Bringing everyone on the same journey’: revisiting inclusion in higher education. Studies in Higher Education, 44(8), 1475-1487. https://doi.org/10.1080/03075079.2018.1450852
  16. Cook, B. G., & Cook, L. (2020). An examination of highly cited research on inclusion. In J. M. Kauffman (Ed.), On educational inclusion, meanings, history, issues and international perspectives (pp. 130-159). Routledge. https://doi.org/10.4324/9780429344039
  17. Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26(3-4), 365-378.
  18. Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296.
  19. Düşkün, Y. (2016). Türkiye’de ortaöğretimde kapsayıcı eğitim durum analizi. Eğitim Reformu Girişimi.https://www.egitimreformugirisimi.org/wp-content/uploads/2017/03/ERG_KapsayiciEgitim_DurumAnalizi.pdf
  20. Erkılıç, M., & Durak, S. (2013). Tolerable and inclusive learning spaces: An evaluation of policies and specifications for physical environments that promote inclusion in Turkish primary schools. International Journal of Inclusive Education, 17(5), 462-479. https://doi.org/10.1080/13603116.2012.685333
  21. Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
  22. Gerber, M. M. (2011). A history of special education. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 3-14). New York, NY: Taylor & Francis.
  23. Gültekin Talayhan, Ö., & Sakız, H. (2022). Beşinci sınıf İngilizce dersi öğretim programının kapsayıcı eğitim ilkeleri tarafından incelenmesi. Trakya Eğitim Dergisi, 12(2), 574-590. https://doi.org/10.24315/tred.881080
  24. Hehir, T., & Katzman, L. I. (2012). Effective inclusive schools: Designing successful schoolwide programs. John Wiley & Sons.
  25. Herrera-Seda, C., & Walton, E. (2025). Teacher education for inclusive education: a scoping review of Global South scholarship. Journal of Education for Teaching, 1-15. DOI: 10.1080/02607476.2025.2520792
  26. Iliman Püsküllüoğlu, E. (2025). A systematic review of graduate studies on educational inclusion in Türkiye. Millî Eğitim, 54(247), 1419-1466. DOI: 10.37669/milliegitim.1586204
  27. Kartiko, A., Arif, M., Rokhman3, M., Ma’arif4, M.A. & Aprilianto, A. (2025). Legal Review of Inclusive Education Policy: A Systematic Literature Review 2015-2025. International Journal of Law and Society (IJLS), 4(1), 22-46. https://doi.org/10.59683/ijls.v4i1.152
  28. Melekoğlu, M. A. (2014). Special education today in Turkey. In Special education international perspectives: Practices across the globe (pp. 529-557). Emerald Group Publishing Limited.
  29. Melekoğlu, M. A., Çakıroğlu, O., & Malmgren, K. W. (2009). Special education in Turkey. International Journal of Inclusive Education, 13(3), 287-298. DOI:10.1080/13603110701747769
  30. Messiou, K. (2017). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184
  31. Methlagl, M. (2022). Mapping inclusive education 1980 to 2019: A bibliometric analysis of thematic clusters and research directions. Issues in Educational Research, 32(1), 225-247. https://www.iier.org.au/iier32/methlagl.pdf
  32. McBurney, M. K., & Novak, P. L. (2002, September). What is bibliometrics and why should you care?. In Proceedings. IEEE International Professional Communication Conference (pp. 108-114). IEEE.
  33. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group*. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, 151(4), 264-269.
  34. Palaz, T., Kılıçoğlu, G., Kılcan, T., & Erbaş, S. (2023). Kapsayıcı eğitim alanında yapılan araştırmalara yönelik bir inceleme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 43(3), 2407-2443. https://doi.org/10.17152/gefad.1336951
  35. Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348-349. Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59-75. https://doi.org/10.1080/08856250903450848
  36. Rakap, S., Gülboy, E., & Sakız, H. (2025). Preschool education for Syrian refugee children in Türkiye: A systematic review and thematic analysis of the current literature. Yaşadıkça Eğitim, 39(2), 389–410. https://doi.org/10.33308/26674874.2025392819
  37. Rakap, S., Parlak Rakap, A., & Aydın, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223-1237. https://doi.org/10.1080/13603116.2016.1159254
  38. Sakız, H. (2018). Students with learning disabilities within the context of inclusive education: issues of identification and school management. International Journal of Inclusive Education, 22(3), 285-305. DOI: 10.1080/13603116.2017.1363302
  39. Sakız, H., Ekinci, A. & Baş, G. (2020). Inclusive education for religious minorities: The Syriacs in Türkiye. Social Inclusion, 8(3), 296-306. https://doi.org/10.17645/si.v8i3.3073
  40. Sakız, H. (2022). Kapsayıcı eğitimin psikolojisi: Güncel eğilimler, güncellenen uygulamalar. Turkish Journal of Special Education Research and Practice, 4(1), 1-26. https://doi.org/10.37233/TRSPED.2022.0120
  41. Sarı, H., Çeliköz, N., & Seçer, Z. (2009). An analysis of pre-school teachers' and student teachers' attitudes to inclusion and their self-efficacy. International Journal of Special Education, 24(3), 29-44. https://hdl.handle.net/20.500.12395/24098
  42. Seçer, Z. (2010). An analysis of the effects of in‐service teacher training on Turkish preschool teachers’ attitudes towards inclusion. International Journal of Early Years Education, 18(1), 43-53. https://doi.org/10.1080/09669761003693959
  43. Shapiro, J. P. (1994). No pity, people with disabilities forging a new civil rights movement. New York: Three Rivers Press.
  44. Spandagou, I. (2025). Inclusive education is another country; developments, obstacles, and resistance to inclusive education, International Journal of Inclusive Education, 29(1), 17-31, DOI: 10.1080/13603116.2021.1965805
  45. Şahin, F., Kızılaslan, A., & Şimşek, Ö. (2024). Factors influencing the acceptance of assistive technology by teacher candidates in the context of inclusive education and special needs students. Education and Information Technologies, 29(10), 12263-12288. https://doi.org/10.1007/s10639-023-12383
  46. Taneri, P. O., Özbek, Ö. Y., Altunoğlu, A., Avcı, E., & Aşiret, S. (2020, Aralık 23-24). Kapsayıcı eğitime yönelik tutum ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. [Konferansta sunulan tam metin bildiri] 8. Sosyal Beşerî ve Eğitim Bilimleri Kongresi. İstanbul. https://hdl.handle.net/11511/82063
  47. Taneri, O. P., Özbek, Y. Ö., Altunoğlu, A., Aşiret, S., & Avcı, E. (2025). A validity and reliability study of the development of a teacher attitude scale towards inclusive education (TASI). Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 27(1), 221-257. https://doi.org/10.15516/cje.v27i1.5994
  48. Taneri, P. O. (2024, Ekim 10-12). Engelliliğin ötesinde: Türkiye’de eğitimde kapsayıcılığın kapsamının incelenmesi. [Konferansta sunulan özet metin bildiri] 12. Uluslararası Eğitim Programları ve Öğretimi Kongresi. Ağrı. /https://epo-der.org/wp-content/uploads/2024/12/ICCI-EPOK-2024-Bildiri-Ozetleri-Kitabi.pdf
  49. Tuncay, A. A., & Kızılaslan, A. (2022). Pre-service teachers’ sentiments, attitudes, and concerns about inclusive education in Turkey. European Journal of Special Needs Education, 37(2), 309-322. https://hdl.handle.net/20.500.14114/6917
  50. United Nations. (2006). Convention on the Rights of Persons with Disabilities (CRPD). https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons
  51. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. https://unesdoc.unesco.org/ark:/48223/pf0000098427
  52. UNESCO (2005). Guidelines for Inclusion: Ensuring Access to Education for All. https://unesdoc.unesco.org/ark:/48223/pf0000140224
  53. UNESCO. (2020). The Global Education Monitoring Report 2020: Inclusion and Education: All Means All. Paris: Author https://unesdoc.unesco.org/ark:/48223/pf0000373724
  54. Van Mieghem, A., Verschueren, K., Petry, K., & Struyf, E. (2020). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689. https://doi.org/10.1080/13603116.2018.1482012
  55. Yada, A., Leskinen, M., Savolainen, H., & Schwab, S. (2022). Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education. Teaching and Teacher Education, 109, Article 103521. https://doi.org/10.1016/j.tate.2021.103521
  56. Yang, C., Wang, T., & Xiu, Q. (2025). Towards a sustainable future in education: A systematic review and framework for inclusive education. Sustainability, 17(9), 3837. https://doi.org/10.3390/su17093837
  57. Yılmaz, K. (2021). Systematic review, meta-evaluation, and bibliometric analysis in social sciences and educational sciences. Manas Journal of Social Studies, 10(2), 1457-1490.
  58. Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472.