Metaphoric Perceptions of Preschool Teachers towards Inclusive Education

Ayhan Bulut

doi:10.2478/atd-2021-0016

Abstract

Abstract Introduction: The purpose of this study is to determine the metaphorical perceptions of preschool teachers in regard with the concept of inclusive education. Methods: In this study, phenomenology design, which is one of the qualitative research methods, was used. The study group of this research consists of preschool teachers, who have students either received or currently receiving inclusive education in their classrooms. In the research, the content analysis was conducted in order to analyze the data obtained from preschool teachers. Results: Of the 113 preschool teachers participated in the study, the answers given by 101 teachers to the research question were included in the evaluation. At the end of the evaluation phase, it was determined that preschool teachers developed a total of 53 different metaphors in regard with the concept of inclusive education and 53 valid metaphors developed by preschool teachers were analyzed by gathering them under 9 different categories according to their common characteristics. Discussion: In accordance with the data obtained from the research, the distribution of metaphors developed by preschool teachers regarding the concept of “inclusive education” by categories is observed as follows: inclusive education as the riches of nature, inclusive education depending on the soil and inclusive education as work and living areas. However, the metaphor of the “rainbow” draws attention as the most developed metaphor for inclusive education in all categories by the participants. Limitations: Due to the COVID-19 virus pandemic, data were collected from participants using an online interview form. Conclusion: The study also concluded that the perceptions of the participants towards inclusive education were generally positive.

Highlights

The purpose of this study is to determine the metaphorical perceptions of preschool teachers in regard with the concept of inclusive education
Percentage (%) and number of participants (f) were calculated after transferring the data to the computer environment. In this part of the study, the metaphors that preschool teachers developed in regard with the concept of inclusive education were presented below two main titles
These titles are as follows: “Metaphors developed by preschool teachers regarding inclusive education” and “Metaphor categories developed by preschool teachers regarding inclusive education”

Summary

Introduction

The purpose of this study is to determine the metaphorical perceptions of preschool teachers in regard with the concept of inclusive education. As a result of the developments in human rights and special education fields all over the world in the 1960s, as the idea that children with special needs attend general education schools with their peers become widespread, these rights were secured with the agreements signed in the international area. This concept, which was initially called as inclusive education in the early days, has started to be expressed with the concept of integration (ERG, 2011). The right to receive education through integration (inclusion) is guaranteed in international law with the 24th article of the United

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Discussion

Conclusion