Özel Gereksinimli Çocukların Kaynaştırılması: Okul Öncesi Öğretmenlerinin Disleksi Bilgisi ve Yeterlilik Faktörleri

Abstract

Introduction: The study was conducted to examine the factors that affect the competencies of preschool teachers towards inclusion of children with special needs and their level of dyslexia knowledge. Method: The study was designed in descriptive and relational survey model. The study group consisted of 350 preschool teachers. “Personal Information Form, Knowledge and Belief Scale about Dyslexia and Teacher Competency Scale for Inclusion of Children with Special Needs” were used to collect the data. In the analyses, frequencies and percentages of personal information were given, descriptive analyses were conducted on the scale scores, and Spearman Brown correlation coefficient was used to determine the relationship between the two scale scores. CHAID analysis, which is one of the classification analyses, was used to determine the factors affecting the scores of teachers’ teacher competency scale for inclusion of children with special needs and dyslexia knowledge and belief scale scores. Findings: As a result of the study, it was observed that as preschool teachers’ dyslexia knowledge, diagnosis, treatment and general knowledge levels increased, their level of law, knowledge, perception and general competence for inclusion of children with special needs also increased. The most important factors affecting the competencies of preschool teachers towards the inclusion of children with special needs were found to be the status of having a special education certificate, the status of receiving training on learning disabilities, the type of institution and gender. It was found that preschool teachers who received training on learning disabilities and had a special education certificate had higher competency towards inclusion of children with special needs. Discussion: While there is a lack of specific studies exploring the competencies of preschool teachers for the inclusion of children with special needs and their dyslexia knowledge levels, there are studies showing the importance of inclusive education.