Abstract
The aim of this study is to determine the effects of in-service education program (INSEP) that is developed for increasing the competences in the inclusive education of the pre-school education teachers (PSETs), on their knowledge level and self-efficacy perceptions, and on the satisfaction of the teachers with regard to the program. The pretest-posttest control group design was used in the study. The independent variable of the study is the INSEP that is applied to the control group. The dependent variables are the knowledge level and self-efficacy perception level of the teachers in the both group of inclusive education. The participants of the study consist of 35 pre-school teachers. The data of the study are collected through Information Form, Inclusive Education Information Test (IEIT), scale of “Teacher Efficacy for the Inclusion of Young Children with Disabilities (TEIYD) and INSEP Satisfaction Questionnaire. The analysis of the research data is performed by using SPSS 16.0 program. The data is received through IEIT and TEIYD , and analyzed through Dependent Sample t-test; and the satisfaction levels of the teachers are analyzed descriptively. In this study the INSEP is applied which aims to develop the competences of the PSETs’ towards inclusion. As a result of the application, it is found that while there is no significant difference between the pre-test scores of the experimental group and control group (p>0.05); a significant difference is found between the post-test scores (p<0.05). Towards the effect of the applied INSEP on the self-efficacy perception of the teachers on inclusion, it is found that there is a significant difference between the post-test scores of the experimental and control groups ( t (33) = 6.283, p=0.000). At the same time, it is determined that the teachers have positive view towards the applied INSEP .
Highlights
In the scientific studies done until today, it is mentioned that the inclusive education provides many benefits both for children with special needs (CSNs) and their peers with normal development (PNDs) in the classroom
As a result of the analysis which are performed in order to determine the effect of the program on the knowledge level of the teachers, it is found that there is a significant difference between the pre-test and post-test scores which are received within the scope of Inclusive Education Information Test (IEIT) (p=0.05)
As a result of the analysis which are performed in order to determine whether there is a significant difference between the groups, while there is no significant difference between the pre-test scores of the experimental group and control group (p>0.05); a significant difference is found between the post-test scores (p
Summary
In the scientific studies done until today, it is mentioned that the inclusive education provides many benefits both for children with special needs (CSNs) and their peers with normal development (PNDs) in the classroom. It can be implied as of the PSE (Ministry of National Education [MoNE], 1997) Such positive developments have led this service to extent and the number CSNs who benefit from this service to increase day-by-day. It can be seen that more CSNs benefit from educational services in PSE together with their PNDs. As the number of students in inclusive education increase, the pre-school education teachers (PSETs) are required to ensure the participation of these students to such educational activities. As the number of students in inclusive education increase, the pre-school education teachers (PSETs) are required to ensure the participation of these students to such educational activities In many researches, their needs in different fields are clarified. As there is only one study that measures the effect of the in-service education on the self-efficacy perception of the teachers and on the other side as there are few number of studies which test the effect of the in-service education provided to the PSETs for inclusive education; we are required to perform this study
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