The Needs of Inclusive Preschool Teachers about Inclusive Practices.

By Selma Akalın, B. Sucuoğlu, Hatice Bakkaloğlu, Fadime Işcen. 2014

86 citations recorded by the source corpus.

Problem Statement: Since the law related to the inclusion of children with special needs was passed, the number of children with special needs in preschool classrooms has increased each year. Preschool teachers face serious challenges when they teach children with diverse abilities in the same environment. Although most of them support the idea of preschool inclusion, preschool teachers usually do not want children with special needs in their classrooms because of their lack of knowledge and skills regarding inclusive practices. It has been established that teachers are the most important component of inclusion, and in order to increase the success of inclusive practices, they should be prepared to teach in heterogeneous classrooms that include children with and without disabilities. Purpose of Study: To develop and implement an effective and functional training program for inclusive preschool classroom teachers, we aimed to

Subfields: Clinical Psychology, Education, Sociology and Political Science

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