Perceptions of Turkish Preschool Teachers’ about Their Roles within the Context of Inclusive Education.

Abstract

Normal 0 false false false BS-LATN-BA JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Times New Roman,serif; mso-ansi-language:EN-US;} The roles and responsibilities of preschool teachers are principal factors in the success of inclusive practices. Teachers should be aware of their roles and act accordingly in order to be effective in inclusive settings. The aim of this study is to evaluate preschool teachers’ perceptions of their roles within the context of inclusion education. The participants were 19 preschool teachers with students with disabilities in their inclusive classrooms. Based on semi-structured interviews with the teachers, their role perceptions are discussed under six themes. Teachers are aware of some, but not all of their roles and responsibilities required of them by the relevant special law. They have significant deficiencies in knowledge and strategies necessary to adequately fulfil their legally-defined roles.