Abstract
The aim of the study is to identify the views and needs of classroom teachers providing inclusive education in Turkey regarding in-service training on special education. Research was conducted in Bolu Province of Turkey with 222 teachers. Identification Tool for Teachers’ In-Service Training Needs (ITTIST) developed for the current study was used in this research. Reliability and validity studies for ITTIST were undertaken as the first step followed by analysis of the scores obtained from the teachers based on ITTIST through descriptive analysis and one-way analysis of variance. Results showed that in-service training needs of inclusive education classroom teachers related to special education were at high levels. The study also presented teachers’ need for general knowledge about students with special educational needs (SEN), social skills training, use of least restrictive environments, and forming goals and assessment. Obtained results were discussed in terms of increasing teacher capacity in inclusive education practices. Key words: Inclusive education, in-service training, needs of teachers, teacher expectations, students with special needs.
Highlights
Inclusive education of students with special educational needs (SEN) is a matter of human rights, whereby access to quality education is coupled with respect and equity in the learning environment (Moran, 2007; Rioux and Pinto, 2010; Killoran et al, 2014)
Inclusive education practices in Turkey started in 1983 following the enactment of students with SEN Act and since a growing number of students with SEN has been educated with their peers in general education schools
Needs (ITTIST) developed for this purpose was used in the research to investigate teachers’ views on in-service training, their in-service training needs, topics they regarded as important in the education of students with
Summary
Inclusive education of students with SEN is a matter of human rights, whereby access to quality education is coupled with respect and equity in the learning environment (Moran, 2007; Rioux and Pinto, 2010; Killoran et al, 2014). Inclusive education practices in Turkey started in 1983 following the enactment of students with SEN Act and since a growing number of students with SEN has been educated with their peers in general education schools. 66,941 primary, 80,107 secondary and 14,247 high school students benefit from inclusive practices based on Decree Law on Special Education (MoNE, 2014a). It is not possible to claim that inclusive practices are organized adequately and effectively in Turkey (Aydın and Şahin, 2002; Sucuoğlu, 2004). One of the leading obstacles to efficient inclusive education is the lack of teacher training on inclusive education prior to service (Evans et al, 1996). Classroom teachers lack the necessary training and the required skills to provide appropriate practices for SEN students
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