SavedAdd your journal

Journals / Eğitimde Nitel Araştırmalar Dergisi / 2021 / Sayı: 28

Improving Special Education and Inclusion Course in Primary Mathematics Teacher Education Program

Canan Sola Özgüç(SAKARYA ÜNİVERSİTESİ)
Pages
156–182
Publication Date
2021-10-31
DOI
—
🏛️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)

Based on the findings, the elements for improving this education are discussed, and suggestions are presented.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to improve special education and inclusion courses given to pre-service teachers in a primary mathematics education program at a university in Turkey.
📊
Key Findings & Data:It was aimed to increase the effectiveness of teaching by providing a variety of materials.
💡
Conclusion & Impact:Based on the findings, the elements for improving this education are discussed, and suggestions are presented.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Teacher training · inclusive education · special education

Abstract

This study aimed to improve special education and inclusion courses given to pre-service teachers in a primary mathematics education program at a university in Turkey. The aim was to enhance their knowledge and skills and present solutions to problems occurring in courses given during the term and changes in the sense of efficacy of pre-service teachers. For this purpose, the research used qualitative and quantitative data collection methods based on the action research method. Shorter course duration and intense content were among the most important problems faced by the instructor. The course curriculum was adapted in line with the needs of primary school mathematics teachers. It was aimed to increase the effectiveness of teaching by providing a variety of materials. Pre-service teachers had the opportunity to gain experience working with special needs students by teaching them origami shapes in the special education and inclusion course. The data obtained from the scales at the end of the process revealed that teachers’ sense of efficacy showed improvement regarding inclusion. Pre-service teachers were pleased to have such a course and offered suggestions to the course instructor. Based on the findings, the elements for improving this education are discussed, and suggestions are presented.

🔖

Cite This Article

Özgüç, C. S. (2021). Improving Special Education and Inclusion Course in Primary Mathematics Teacher Education Program. Eğitimde Nitel Araştırmalar Dergisi, Sayı: 28, 156–182. https://ajindex.com/articles/662466

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (49)

  1. Aerni, P.W. (2008). Teacher self-efficacy and beliefs for teaching mathematics in inclusion settings (Doctoral Dissertation). The College of William and Mary in Virginia. UMI number: 3353198.
  2. Ahsan, M.T., Deppeler, J.M., & Sharma, U. (2013) Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education, 43(4), 517-535. https://doi.org/10.1080/0305764X.2013.834036
  3. Akdag, Z. & Haser, Ç. (2017). Beginning early childhood education teachers’ struggle with
  4. inclusion in Turkey. Asia Pacific Journal of Education, 37(2), 219-231. https://doi.org/10.1080/02188791.2016.1273197
  5. Akman, B. Uzun, E.M. & Yazici, D.N. (2018). Comparison of pre-school teachers’ and pre-service teachers’ views on inclusion. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14. (1), 96-114.
  6. Anderson, S. L., & Gumus, S. (2006). Preparing pre‐service secondary education majors for inclusive classrooms in the USA, International Journal of Inclusive Education, 10(6), 529-546. https://doi.org/10.1080/13603110500221693
  7. Ari, A. & Sonmez Kartal, M.(2018).Tüm Öğretmenlik programlari için özel eğitime giriş.[Introduction to special education for all teacher education programmes]. Eğitim Yayınevi
  8. Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/ inclusion: A review of the literature. European Journal of Special Needs Education, 17 (2), 129– 147. https://doi.org/10.1080/08856250210129056
  9. Ballone, L. M., & Czerniak, C. M. (2001) Teachers’ beliefs about accommodating students’ learning styles in science classes. Electronic Journal of Science Education, 6(2), 4- 29.
  10. Baykoc, N. (2015). Özel eğitim.[Special education]. Eğiten Kitap
  11. Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195.207. https://doi.org/10.1177/001440290507100205
  12. Cavkaytar, A. (2013). Özel eğitim.[Special education]. Vize Yayıncılık
  13. Creswell, J. W. (2014). Educational research: planning, conducting, and evaluating quanitative and qualitative Research. Upper saddle river, Pearson Education, Inc.
  14. DeSimone, J. R., & Parmar, R.S. (2006a). Middle school mathematics teachers’ beliefs about inclusion of students with learning disabilities. Learning Disabilities Research and Practice, 21 (2), 98–110. https://doi.org/10.1111/j.1540-5826.2006.00210.x
  15. DeSimone, J. R., & Parmar, R. S. (2006b). Issues and challenges for middle school mathematics teachers in inclusion classrooms. School Science and Mathematics, 106(8), 338-348.
  16. Diken, İ.H. (2008). Özel eğitim.[Special education]. Pegem Yayıncılık
  17. European Agency for Special Needs and Inclusive Education (2019). Teacher professional learning for inclusion: literature review. https://www.european- agency.org/resources/publications/TPL4I-literature-review
  18. Florian, L. & Camedda, D. (2020) Enhancing teacher education for inclusion. European Journal of Teacher Education, 43 (1), 4-8. http://doi.org/10.1080/02619768.2020.1707579
  19. Forlin, C., Cedillo, I.G., Romero-Contreras, S. Fletcher, T.& H. J. Rodrı´guez Herna´ndez, H. J. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of Inclusive Education 14 (7), 723–739. https://doi.org/10.1080/13603111003778569
  20. Forlin, C. Loreman, T., & Sharma, U. (2014). A system-wide professional learning approach about inclusion for teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 42(3), 247-260. https://doi.org/10.1080/1359866X.2014.906564
  21. Gay, L. R., Mills, G. E., & Airasan, P. (2006). Educational research. Competencises for analysis and applications. Pearson Education Ltd.
  22. Guðjónsdóttir, H. & Óskarsdóttir, E. (2020) Dealing with diversity: debating the focus of
  23. teacher education for inclusion, European Journal of Teacher Education, 43(1),95-109. https://doi.org/10.1080/02619768.2019.1695774
  24. Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542. https://doi.org/10.1016/j.tate.2009.02.010
  25. Hollender, I. (2011). The development and validation of a teacher efficacy for inclusion scale. (Doctoral Dissertation). The City University of New York. UMI Microform Number: 3443933.
  26. Hopkins, S.L., Round, P.N., & Barley, K.D. (2018). Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences, Teachers and Teaching, 24(8), 915-930. https://doi.org/10.1080/13540602.2018.1495624
  27. Lambe, J., and R. Bones. 2007. The Effect of School′Based Practice on Student Teachers’Attitudes Towards Inclusive Education in Northern Ireland. Journal of Education for Teaching, 33 (1), 99–113. https://doi.org/10.1080/02607470601098369
  28. Leung, C. H., & Mak, K. Y. (2010). Training, understanding, and the attitudes of primary school teachers regarding inclusive education in Hong Kong. International Journal of Inclusive Education, 14(8), 829-842. https://doi.org/10.1080/13603110902748947
  29. Mahat, M. (2008). The development of a psychometrically sound instrument to measure teachers’ multidimensional attitudes toward inclusive education. International Journal of Special Education, 23,(1), 82–92.
  30. Meral, B.F. & Takunyaci, M. (2016). Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. Sakarya University Journal of Education, 6(2), 97-107. http://dx.doi.org/10.19126/suje.05095.
  31. Meral, B.F., & Bilgic, E., (2012). Turkish adaptation, validity and reliability study of the teacher efficacy for inclusion scale. International Journal of Human Sciences, (9)2, 253- 263.
  32. Mertler, C. A. (2006). Action research. Teachers as researchers in the classroom. Sage Publications.
  33. Miles, M. B., Hurberman, A. M., & Saldana, J. (2014). Qualitative data analysis. A methods sourcebook (3rd. Ed.).Sage Publications, Inc.
  34. Mills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Merrill Prentice Hall.
  35. Mintz, J. (2007). Attitudes of Primary Initial Teacher Training Students to Special Educational Needs and Inclusion. Support for Learning, 22(1), 3–8. https://doi.org/10.1111/j.1467-9604.2007.00438.x
  36. Ozokcu O. (2018). Investigating classroom teachers’ attitudes towards inclusion, Inonu University Journal of the Faculty of Education, 19(3), 418-433. https://doi.org/10.17679/inuefd.472639
  37. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
  38. Patkin, D., & Timor, T. (2010). Attitudes of mathematics teachers towards the inclusion of students with learning disabilities and special needs in mainstream classrooms, Electronic Journal for Inclusive Education, 2 (6).
  39. Romero-Contreras, S., Garcia-Cedillo, I., Forlin, C., & Lomelí-Hernández, K. A. (2013). Preparing teachers for inclusion in Mexico: how effective is this process?. Journal of Education for Teaching, 39(5), 509-522. https://doi.org/10.1080/02607476.2013.836340
  40. Sakiz, H., Woods, C., Sart, H., Ersahin, Z. Aftab, R., Koc, N. & Saricam, H. (2015) The route
  41. to inclusive counselling’: counsellors' perceptions of disability inclusion in Turkey. International Journal of Inclusive Education, (19),3. https://doi.org/10.1080/13603116.2014.929186
  42. Sharma, U., & Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of teacher education, 44(2), 142-155. https://doi.org/10.1080/1359866X.2015.1081672
  43. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
  44. Stella, C., Forlin, C., & Lan, A. M. (2007). The influence of an inclusive education course on attitude change of pre-service secondary teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 35, 161–179. https://doi.org/10.1080/13598660701268585
  45. Subban, P., & Sharma, D. U. (2005). Understanding educator attitudes toward the implementation of inclusive education. Disability Studies Quarterly, 25(2).
  46. UNESCO (2017). A guide for ensuring inclusion and equity in education. http://www.unesco.org/new/en/media-services/single- view/news/a_guide_for_ensuring_inclusion_and_equity_in_education/
  47. UNESCO (2020). Inclusive teaching: preparing all teacher to teach all students.
  48. https://unesdoc.unesco.org/ark:/48223/pf0000374447
  49. Ari, A. & Sonmez Kartal, M.(2018).Tüm Öğretmenlik programlari için özel eğitime giriş.[Introduction to special education for all teacher education programmes]. Eğitim Yayınevi