Research Article
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Year 2023, Volume: 10 Issue: 4, 127 - 143, 01.07.2023

Ayşe Ürün Rüştü Yeşil

https://doi.org/10.17275/per.23.63.10.4

Abstract

References

  • Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: the role of organisational cultures and leadership, International Journal of Inclusive Education, 14:4, 401-416.
  • Aktan, E. (2018). Assessment of social media addiction levels of university students by numerous variables. Journal of Erciyes Communication. 5(4), 405-421.
  • Aktan, O, Budak, Y. & Botabekovna, A. (2019). Determination of social acceptance levels of primary school students towards ınclusive students: A mixed method study. Elementary Education Online, 18 (4): s.1520-1538.
  • Aktaş, C. (2001). İlköğretim öğrencilerinin fiziksel özürlü yaşıtlarına yönelik sosyal kabul düzeylerinin geliştirilmesi [Developing the social acceptance levels of primary school students towards their physically disabled peers] (Unpublished master dissertation). Başbakanlık Özürlüler İdaresi Başkanlığı [Prime Ministry Administration for Disabled People ] Publications, Ankara.
  • Allen, K.E. & Cowdery, G. E. (2012). The exceptional child: inclusion in early childhood education Belmont, CA: Wadworth.
  • Alptekin, S. (2010). The effect of direct instruction with modeling the social skills by the peers of the mentally retarded student on his/her acquiring, maintaining and generalizing the social skills and his/her social acceptance. (Unpublished doctoral dissertation). Gazi University Institute of Educational Sciences, Ankara.
  • Apaydın, R. & Barış, İ. (2021). Assessment of attitudes toward disabled individuals in the society in the context of healthcare employees. Beyond the Horizon of Scientific Journal, 21 (1), 22-39.
  • Aral, N. (2011). Okul öncesi eğitimde kaynaştırma [Inclusive in pre-school education]. İstanbul: Morpa Kültür Publ.
  • Ataman, A. (2011). Özel gereksinimli çocuklar ve özel eğitime giriş [Children with special needs and access to special education], Gündüz Education Publishing
  • Ayral, M., Özcan, Ş., Can, R., Ünlü, A., Bedel, H., Şengün, G., Demirhan, Ş. & Çağlar, K. (2012). Kaynaştırma öğrencilerinin sosyal kabul düzeyleri [Social acceptance levels of mainstreaming students]. International Conference On Special Education (ELMIS 2013, 20-22 Haziran 2013), Necmettin Erbakan University, Konya.
  • Bakkaloğlu, H., Sucuoğlu, B. & Özbek, A. (2019). Examining social acceptance levels of children with specialneeds and typical development in preschool classrooms. Elementary Education Online, 18(2): s. 521-538
  • Batu, S., & Kırcaali-İftar, G. (2011). Kaynaştırma [Inclusion]. Ankara: Kök Publishing.
  • Blazar, D. & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170.
  • Bolat, E.Y. & Ata, N. (2017). Thinks of school administrators on inclusion educational applications. Journal of Social Sciences. 7(14), 165-185.
  • Bruininks, V. L., Rynders, J. E., & Gross, J. C. (1974). Social acceptance of mildly retarded pupils in resource rooms and regular classes. American Journal of Mental Deficiency, 78(4), 377-383.
  • Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston, MA: Allyn & Bacon
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara: Pegem Akademi Publishing.
  • Civelek, A.H. (1990). Eğitilebilir zihinsel özürlü çocukların sosyal kabul görmelerinde normal çocukların bilgilendirilmelerinin ve iki grubun resim-iş ile beden eğitimi derslerinde bütünleştirilmelerinin etkileri. [The effects of informing normal children and integrating the two groups in art and physical education classes on the social acceptance of educable mentally retarded children.]. (Unpublished doctoral dissertation), Ankara University, Institute of Social Sciences, Ankara.
  • Çalbayram N.Ç., Aker, M.N, Akkuş, B., Durmuş, F.K. & Tutar, S. (2018). Attitudes of health sciences faculty students towards disabled persons, Journal of Ankara Health Sciences, 7, (1), 30-40.
  • DeVellis, R. F. (2003). Scale development: Theory and application. California: Sage Publications.
  • Eguavoen, E.O. & Eniola, M.S. (2016). Influence of self-concept and social acceptance on academic achievement of students with visual ımpairment in Oyo State, Nigeria. IJAH, 5(3), 213-230.
  • Eroğlu, A. (2008). Faktör analizi [Factor analysis]. SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. Ş. Kalaycı (Ed). (pp. 321-331). Ankara: Asil Publishing.
  • Fırat, T. & Koyuncu, İ. (2019). Social acceptance levels of high school pupils towards ındividuals with special needs. GEFAD, 39(1): 503-525.
  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25 (4), 594-601.
  • Friend, M., & Bursuck, W. D. (2014). Including students with special needs: A practical guide for classroom teachers. New Jersey: Pearson.
  • Garrote, A. (2017). The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5 (1), 1-15.
  • Gibson, S. (2015) When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities, International Journal of Inclusive Education, 19(8), 875-886, Doi: 10.1080/13603116.2015.1015177
  • Gottlieb, J., Corman, L., & Curci, R. (1984). Attitudes toward mentally retarded children. In R. L. Jones (Ed.), Attitudes and Attitude Change in Special Education. Council for Exceptional Children.
  • Güleryüz, B. (2014). To determine the attitudes of primary school teachers and pre-service primary school teachers towards ınclusive education. (Unpublished master thesis). Bülent Ecevit University, Institute of Social Sciences, Zonguldak.
  • Hartup, W. & Glazer J.A.R. (2004). Peer reinforcement and social status. http://www.jstor.org/pss/1127099.
  • Hayward, A. (2006). Making inclusion happen: a practical guide. London: Paul Chapman Publishing.
  • Holmes, S. B. (2011). Improving the social interactions between students with disabilities and their peers: a comparison of interventions. (Doctoral dissertation). Retrieved from https://shareok.org/bitstream/handle.
  • Johnson, G.O. (1950). A study of the social position of mentally handicapped children in the regular grades. American Journal of Mental Deficiency. 55, 60-89. Retrived from https://psycnet.apa.org/record/1951-02669-001.
  • Kabar, M. (2017). Correlations between work engagement levels and emotıonal intelligence levels of high school teachers. (Unpublished master’s thesis). İstanbul Sabahattin Zaim University-Marmara University, Joint Master's Program, İstanbul.
  • Kargın T. (2004). Kaynaştırma: tanımı gelişimi ve ilkeleri [Inclusion: Definition, Development and Principles]. Ankara University Faculty Of Educational Sciences Journal Of Special Education. 5, (2): 1-13
  • Kılıç E, (2018). Applications for the disabled in a university hospital and attitudes of healthcare personnel towards the disabled, (Unpublished master thesis). Gaziosmanpaşa University, Institute of Health Sciences, Tokat.
  • Ladd, G. W. (2005). Children’s peer relations and social competence. New Haven, CT: Yale University Press.
  • Lewis, R. B.& Doorlag, D. H. (1999). Teaching special students in general education classrooms. Prentice Hall.
  • Madden, N., & Slavin, R. (1983). Mainstreaming students with mild handicaps: Academic and social outcomes. Research, 53, 519-659.
  • McLeskey, J., Waldron, N. & Redd, L. (2014). A case study of a highly effective inclusive elementary school. The Journal of Special Education, 48 (1), 59–70.
  • Meijer, C. (2010). Inclusive education: a way to promote social cohesion inclusive education: facts and trends. Paper presented at the International Conference Madrid from http://www.inclusive-education-in-action.org/
  • Nowicki, E. A. (2003). A Meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly, 26 (3) 171-188. Doi: 10.2307/1593650.
  • Orhan, M. (2010). Investigating problembehaviors and social skills of inclusive preschool and kindergarten students with and without special needs and opinions of preschooland kindergarten teachers on inclusion. (Unpublished master thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Osborne Jr, A. G., & Dimattia, P. (1994). The IDEA's least restrictive environment mandate: Legal implications. Exceptional Children, 61(1), 6-14.
  • Özen, H. (2015). Investıgation of the classroom teachers’ empathic orientations. (Unpublished master thesis), Adnan Menderes University, Institute of Social Sciences, Aydın.
  • Özgönenel, S. Ö. & Girli, A. (2016) the examination of an education program to ımprove peer relationships of the autistic children ıntegrated ın classrooms. Elementary Education Online, 15,286-298.
  • Özyürek, M. (2016). Tutumlar ve engellilere yönelik tutumların değiştirilmesi [Changing attitudes and attitudes towards people with disabilities]. Ankara: Kök Publishing.
  • Sabrina S.N. (2017). Teachers beliefs in practicing ınclusive education case study of elementary schools in Banda Aceh (Master’s thesis). Retrieved from https://tampub.uta.fi/handle/10024/101758. (Date of access: 23/01/2020)
  • Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (4th ed). Prentice Hall.
  • Sivrikaya, T. (2022). Determination of the levels of social acceptance and perception of social-emotional skills of fourth and fifth grade students. Journal of Education Sciences, 8(2), 197-212.
  • Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23 (3), 226-236.
  • Sucuoğlu, B. & Kargın, T. (2008). Inclusion practices in primary education: Approaches, methods, techniques. İstanbul: Morpa Kültür Publications.
  • Şahbaz, Ü. (1997). The effectiveness of informing teachers about the inclusion of children with disabilities in changing their attitudes towards inclusion. (Unpublished master thesis). Abant İzzet Baysal University, Institute of Social Sciences, Bolu.
  • Şenel, H. G. (1995). Yetersizliğe Sahip Kardeşi Olanlarla, Olmayanların Yetersizliğe Yönelik Tutumları ve Kaygı Düzeyleri Yönünden Karşılaştırılması [Comparison of Those Who Have Siblings with Disability and Those Who Don't, in terms of Attitudes towards Disability and Anxiety Levels]. Özel Eğitim Dergisi [Journal of Special Education]. 2 (1): 33-39.
  • Tekin, E. (1994). The Effects of Exposure to Information Techniques on Fourth Grade Children’s Social Acceptance Level of Exceptionality. (Unpublished master thesis). Middle East Technical University, Institute of Social Sciences, Ankara.
  • Temel, F. Z. (2000). Okul öncesi eğitimcilerinin özel gereksinimlilerin kaynaştırılmasına ilişkin görüşleri [Opinions of pre-school educators on inclusion of people with special needs]. Hacettepe University Journal of Educational Faculty, 18, 148-155.
  • URL-1. mebbis.meb.gov.tr/EOzluk/PER00001.aspx.(Retrived 05.01.2021).
  • Ürün, A. & Yeşil, R. (2022). Sosyal Kabul Düzeyi Ölçeği Geçerlik ve Güvenirlik İncelemesi [Social acceptance scale validity and reliability study]. I. Uluslararası “Manas” Eğitim Araştırmaları Kongresi (I. International “Manas” Educational Research Congress). s. 234-249.
  • Yaşaran, Ö. (2009). The effectiveness of inclusion preparation activities on providing social acceptance of normally developing students for individuals with exceptionalities (Unpublished master thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Yaşaran, Ö. Ö., Batu, S.& Özen, A. (2014). The effects of ınclusion preparation activities on providing social acceptance of typical students for students with special needs. Anadolu Univertsity The Journal of Social Siciences, 14, 167-180.
  • Yeşil, R. (2003). Sorumluluk bilincinin gelişmesine okul ve ailenin etkisi [The effect of school and family on the development of responsibility awareness]. Eurasian Journal of Educational Research, 10, 175-183.
  • Yılmaz, H. & Zembat, R. (2019). The relationship between preservice preschool teachers' emotional intelligence levels and adjustment to university life. MAKU Journal of Faculty of Education, 52, 118-136.

Investigation of Social Acceptance Levels of Classroom Teachers Regarding Students With Special Needs in Terms of Different Variables

Year 2023, Volume: 10 Issue: 4, 127 - 143, 01.07.2023

Ayşe Ürün Rüştü Yeşil

https://doi.org/10.17275/per.23.63.10.4

Abstract

The aim of this study is to determine the social acceptance levels of classroom teachers with inclusive students according to different variables for students with special needs. This is a descriptive and quantitative study conducted in the research screening model. The sample group of the research consists of a total of 374 classroom teachers, 240 of whom are female and 134 are male. In the research, "Personal Information Form" and "Social Acceptance Scale" developed by the researchers were used as the data collection tools. Arithmetic mean, standard deviation, independent sample t test, Anova and Scheffe tests and Pearson's r test analyses were performed on the data. The level of p<.05 was considered sufficient for significance in differences and relationships. At the end, it was determined that the social acceptance levels of classroom teachers were generally good. On the other hand, the teachers' social acceptance levels differ significantly according to gender, professional seniority, marital status and the number of inclusive students in the classroom. In addition, significant relationships were observed between the number of inclusive students in teachers' professional seniority and classes and their social acceptance levels. These results were discussed in light of the literature and suggestions were made to increase the efficiency of inclusive education practice and to further improve teachers' social acceptance levels.

Keywords

social acceptance student with special needs inclusive education classroom teacher

References

  • Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: the role of organisational cultures and leadership, International Journal of Inclusive Education, 14:4, 401-416.
  • Aktan, E. (2018). Assessment of social media addiction levels of university students by numerous variables. Journal of Erciyes Communication. 5(4), 405-421.
  • Aktan, O, Budak, Y. & Botabekovna, A. (2019). Determination of social acceptance levels of primary school students towards ınclusive students: A mixed method study. Elementary Education Online, 18 (4): s.1520-1538.
  • Aktaş, C. (2001). İlköğretim öğrencilerinin fiziksel özürlü yaşıtlarına yönelik sosyal kabul düzeylerinin geliştirilmesi [Developing the social acceptance levels of primary school students towards their physically disabled peers] (Unpublished master dissertation). Başbakanlık Özürlüler İdaresi Başkanlığı [Prime Ministry Administration for Disabled People ] Publications, Ankara.
  • Allen, K.E. & Cowdery, G. E. (2012). The exceptional child: inclusion in early childhood education Belmont, CA: Wadworth.
  • Alptekin, S. (2010). The effect of direct instruction with modeling the social skills by the peers of the mentally retarded student on his/her acquiring, maintaining and generalizing the social skills and his/her social acceptance. (Unpublished doctoral dissertation). Gazi University Institute of Educational Sciences, Ankara.
  • Apaydın, R. & Barış, İ. (2021). Assessment of attitudes toward disabled individuals in the society in the context of healthcare employees. Beyond the Horizon of Scientific Journal, 21 (1), 22-39.
  • Aral, N. (2011). Okul öncesi eğitimde kaynaştırma [Inclusive in pre-school education]. İstanbul: Morpa Kültür Publ.
  • Ataman, A. (2011). Özel gereksinimli çocuklar ve özel eğitime giriş [Children with special needs and access to special education], Gündüz Education Publishing
  • Ayral, M., Özcan, Ş., Can, R., Ünlü, A., Bedel, H., Şengün, G., Demirhan, Ş. & Çağlar, K. (2012). Kaynaştırma öğrencilerinin sosyal kabul düzeyleri [Social acceptance levels of mainstreaming students]. International Conference On Special Education (ELMIS 2013, 20-22 Haziran 2013), Necmettin Erbakan University, Konya.
  • Bakkaloğlu, H., Sucuoğlu, B. & Özbek, A. (2019). Examining social acceptance levels of children with specialneeds and typical development in preschool classrooms. Elementary Education Online, 18(2): s. 521-538
  • Batu, S., & Kırcaali-İftar, G. (2011). Kaynaştırma [Inclusion]. Ankara: Kök Publishing.
  • Blazar, D. & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170.
  • Bolat, E.Y. & Ata, N. (2017). Thinks of school administrators on inclusion educational applications. Journal of Social Sciences. 7(14), 165-185.
  • Bruininks, V. L., Rynders, J. E., & Gross, J. C. (1974). Social acceptance of mildly retarded pupils in resource rooms and regular classes. American Journal of Mental Deficiency, 78(4), 377-383.
  • Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston, MA: Allyn & Bacon
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara: Pegem Akademi Publishing.
  • Civelek, A.H. (1990). Eğitilebilir zihinsel özürlü çocukların sosyal kabul görmelerinde normal çocukların bilgilendirilmelerinin ve iki grubun resim-iş ile beden eğitimi derslerinde bütünleştirilmelerinin etkileri. [The effects of informing normal children and integrating the two groups in art and physical education classes on the social acceptance of educable mentally retarded children.]. (Unpublished doctoral dissertation), Ankara University, Institute of Social Sciences, Ankara.
  • Çalbayram N.Ç., Aker, M.N, Akkuş, B., Durmuş, F.K. & Tutar, S. (2018). Attitudes of health sciences faculty students towards disabled persons, Journal of Ankara Health Sciences, 7, (1), 30-40.
  • DeVellis, R. F. (2003). Scale development: Theory and application. California: Sage Publications.
  • Eguavoen, E.O. & Eniola, M.S. (2016). Influence of self-concept and social acceptance on academic achievement of students with visual ımpairment in Oyo State, Nigeria. IJAH, 5(3), 213-230.
  • Eroğlu, A. (2008). Faktör analizi [Factor analysis]. SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. Ş. Kalaycı (Ed). (pp. 321-331). Ankara: Asil Publishing.
  • Fırat, T. & Koyuncu, İ. (2019). Social acceptance levels of high school pupils towards ındividuals with special needs. GEFAD, 39(1): 503-525.
  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25 (4), 594-601.
  • Friend, M., & Bursuck, W. D. (2014). Including students with special needs: A practical guide for classroom teachers. New Jersey: Pearson.
  • Garrote, A. (2017). The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5 (1), 1-15.
  • Gibson, S. (2015) When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities, International Journal of Inclusive Education, 19(8), 875-886, Doi: 10.1080/13603116.2015.1015177
  • Gottlieb, J., Corman, L., & Curci, R. (1984). Attitudes toward mentally retarded children. In R. L. Jones (Ed.), Attitudes and Attitude Change in Special Education. Council for Exceptional Children.
  • Güleryüz, B. (2014). To determine the attitudes of primary school teachers and pre-service primary school teachers towards ınclusive education. (Unpublished master thesis). Bülent Ecevit University, Institute of Social Sciences, Zonguldak.
  • Hartup, W. & Glazer J.A.R. (2004). Peer reinforcement and social status. http://www.jstor.org/pss/1127099.
  • Hayward, A. (2006). Making inclusion happen: a practical guide. London: Paul Chapman Publishing.
  • Holmes, S. B. (2011). Improving the social interactions between students with disabilities and their peers: a comparison of interventions. (Doctoral dissertation). Retrieved from https://shareok.org/bitstream/handle.
  • Johnson, G.O. (1950). A study of the social position of mentally handicapped children in the regular grades. American Journal of Mental Deficiency. 55, 60-89. Retrived from https://psycnet.apa.org/record/1951-02669-001.
  • Kabar, M. (2017). Correlations between work engagement levels and emotıonal intelligence levels of high school teachers. (Unpublished master’s thesis). İstanbul Sabahattin Zaim University-Marmara University, Joint Master's Program, İstanbul.
  • Kargın T. (2004). Kaynaştırma: tanımı gelişimi ve ilkeleri [Inclusion: Definition, Development and Principles]. Ankara University Faculty Of Educational Sciences Journal Of Special Education. 5, (2): 1-13
  • Kılıç E, (2018). Applications for the disabled in a university hospital and attitudes of healthcare personnel towards the disabled, (Unpublished master thesis). Gaziosmanpaşa University, Institute of Health Sciences, Tokat.
  • Ladd, G. W. (2005). Children’s peer relations and social competence. New Haven, CT: Yale University Press.
  • Lewis, R. B.& Doorlag, D. H. (1999). Teaching special students in general education classrooms. Prentice Hall.
  • Madden, N., & Slavin, R. (1983). Mainstreaming students with mild handicaps: Academic and social outcomes. Research, 53, 519-659.
  • McLeskey, J., Waldron, N. & Redd, L. (2014). A case study of a highly effective inclusive elementary school. The Journal of Special Education, 48 (1), 59–70.
  • Meijer, C. (2010). Inclusive education: a way to promote social cohesion inclusive education: facts and trends. Paper presented at the International Conference Madrid from http://www.inclusive-education-in-action.org/
  • Nowicki, E. A. (2003). A Meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly, 26 (3) 171-188. Doi: 10.2307/1593650.
  • Orhan, M. (2010). Investigating problembehaviors and social skills of inclusive preschool and kindergarten students with and without special needs and opinions of preschooland kindergarten teachers on inclusion. (Unpublished master thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Osborne Jr, A. G., & Dimattia, P. (1994). The IDEA's least restrictive environment mandate: Legal implications. Exceptional Children, 61(1), 6-14.
  • Özen, H. (2015). Investıgation of the classroom teachers’ empathic orientations. (Unpublished master thesis), Adnan Menderes University, Institute of Social Sciences, Aydın.
  • Özgönenel, S. Ö. & Girli, A. (2016) the examination of an education program to ımprove peer relationships of the autistic children ıntegrated ın classrooms. Elementary Education Online, 15,286-298.
  • Özyürek, M. (2016). Tutumlar ve engellilere yönelik tutumların değiştirilmesi [Changing attitudes and attitudes towards people with disabilities]. Ankara: Kök Publishing.
  • Sabrina S.N. (2017). Teachers beliefs in practicing ınclusive education case study of elementary schools in Banda Aceh (Master’s thesis). Retrieved from https://tampub.uta.fi/handle/10024/101758. (Date of access: 23/01/2020)
  • Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (4th ed). Prentice Hall.
  • Sivrikaya, T. (2022). Determination of the levels of social acceptance and perception of social-emotional skills of fourth and fifth grade students. Journal of Education Sciences, 8(2), 197-212.
  • Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23 (3), 226-236.
  • Sucuoğlu, B. & Kargın, T. (2008). Inclusion practices in primary education: Approaches, methods, techniques. İstanbul: Morpa Kültür Publications.
  • Şahbaz, Ü. (1997). The effectiveness of informing teachers about the inclusion of children with disabilities in changing their attitudes towards inclusion. (Unpublished master thesis). Abant İzzet Baysal University, Institute of Social Sciences, Bolu.
  • Şenel, H. G. (1995). Yetersizliğe Sahip Kardeşi Olanlarla, Olmayanların Yetersizliğe Yönelik Tutumları ve Kaygı Düzeyleri Yönünden Karşılaştırılması [Comparison of Those Who Have Siblings with Disability and Those Who Don't, in terms of Attitudes towards Disability and Anxiety Levels]. Özel Eğitim Dergisi [Journal of Special Education]. 2 (1): 33-39.
  • Tekin, E. (1994). The Effects of Exposure to Information Techniques on Fourth Grade Children’s Social Acceptance Level of Exceptionality. (Unpublished master thesis). Middle East Technical University, Institute of Social Sciences, Ankara.
  • Temel, F. Z. (2000). Okul öncesi eğitimcilerinin özel gereksinimlilerin kaynaştırılmasına ilişkin görüşleri [Opinions of pre-school educators on inclusion of people with special needs]. Hacettepe University Journal of Educational Faculty, 18, 148-155.
  • URL-1. mebbis.meb.gov.tr/EOzluk/PER00001.aspx.(Retrived 05.01.2021).
  • Ürün, A. & Yeşil, R. (2022). Sosyal Kabul Düzeyi Ölçeği Geçerlik ve Güvenirlik İncelemesi [Social acceptance scale validity and reliability study]. I. Uluslararası “Manas” Eğitim Araştırmaları Kongresi (I. International “Manas” Educational Research Congress). s. 234-249.
  • Yaşaran, Ö. (2009). The effectiveness of inclusion preparation activities on providing social acceptance of normally developing students for individuals with exceptionalities (Unpublished master thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Yaşaran, Ö. Ö., Batu, S.& Özen, A. (2014). The effects of ınclusion preparation activities on providing social acceptance of typical students for students with special needs. Anadolu Univertsity The Journal of Social Siciences, 14, 167-180.
  • Yeşil, R. (2003). Sorumluluk bilincinin gelişmesine okul ve ailenin etkisi [The effect of school and family on the development of responsibility awareness]. Eurasian Journal of Educational Research, 10, 175-183.
  • Yılmaz, H. & Zembat, R. (2019). The relationship between preservice preschool teachers' emotional intelligence levels and adjustment to university life. MAKU Journal of Faculty of Education, 52, 118-136.
There are 62 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ayşe Ürün 0000-0002-8108-8352

Rüştü Yeşil 0000-0002-8839-0431

Early Pub Date July 6, 2023
Publication Date July 1, 2023
Acceptance Date May 24, 2023
Published in Issue Year 2023 Volume: 10 Issue: 4

Cite

APA Ürün, A., & Yeşil, R. (2023). Investigation of Social Acceptance Levels of Classroom Teachers Regarding Students With Special Needs in Terms of Different Variables. Participatory Educational Research, 10(4), 127-143. https://doi.org/10.17275/per.23.63.10.4
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