ÖĞRETMENLERİN KAYNAŞTIRMA UYGULAMLARINA İLİŞKİN YETERLİLİKLERİNİN İNCELENMESİ

Abstract

Like every child in our education system, children with special needs deserve to receive education like their peers, but the education method used while benefiting from this education is not applied to every child in the same way. The purpose of this general research is to reveal the competencies of teachers regarding inclusive practices. The population of the research consists of teachers who are studying for a master's degree under the supervision of Ahmet Yesevi University educational administration in 2024. 108 teachers participated in the research. In this study, the survey model, one of the research models, was used. After collecting the data, the results were examined and transferred to the SPSS package program. There is no significant difference between teachers' attitude scores towards inclusive practices and gender, marital status and seniority status. There is a significant difference between teachers' attitude scores towards inclusive practices and their education and age status.

Keywords: Inclusion Education, Inclusion Student, Teacher.