A Study of instructors’ educational background who are instructing special education teachers in teaching practice course

The aim of this study is to examine instructors' education on special education area who is responsible for teacher practice courses in special education departments. In this study, the description of situation was made by using the document analysis method which is among the qualitative research methods. The data collection process of the research was carried out in 2018. the web pages of these universities chairperson of special education departments have been reached. Research questions are shared with chairpersons of the departments via e-mail or phone. Chairpersons who give consent and willing to participate in this research answer the questions. According to their answers, results were analyzed as numbers and percentages. It was seen that 1669 students graduated from special education teacher and 224 group is opened for teaching practice course. According to this, in most of the special education departments, it is seen that the instructors who did not take this course carry out the course. Looking at the overall results of the study, many of the special education teachers trained in Turkey seems to get their education from universities which established without sufficient staff trained in area.The aim of this study is to examine instructors' education on special education area who is responsible for teacher practice courses in special education departments. In this study, the description of situation was made by using the document analysis method which is among the qualitative research methods. The data collection process of the research was carried out in 2018. the web pages of these universities chairperson of special education departments have been reached. Research questions are shared with chairpersons of the departments via e-mail or phone. Chairpersons who give consent and willing to participate in this research answer the questions. According to their answers, results were analyzed as numbers and percentages. It was seen that 1669 students graduated from special education teacher and 224 group is opened for teaching practice course. According to this, in most of the special education departments, it is seen that the instructors who did not take this course carry out the course. Looking at the overall results of the study, many of the special education teachers trained in Turkey seems to get their education from universities which established without sufficient staff trained in area

Preschool Teachers' Opinions/Views on Developing the Individualized Education Program

Ülkemizde özel gereksinimi olan çocuklar için erken müdahalenin gerçekleştiği kurumlardan biri okul öncesi genel eğitim kurumlarıdır. Bu eğitim doğrultusunda kaynaştırma programında bulunan öğrencilere bireyselleştirilmiş eğitim programının hazırlanması gereklidir. Bu sayede öğrencilerin eğitsel gereksinimlerini karşılamak ve ihtiyaç duydukları uyarlamaları gerçekleştirmek mümkün olabilmektedir. Çalışmada, Bireyselleştirilmiş Eğitim Programı (BEP)’in öğrenilmesi, hazırlanması ve uygulamasına ilişkin okul öncesi öğretmenlerinin görüşlerinin belirlenmesi amaçlanmaktadır. Bu çalışma nitel bir araştırma olup, yüzyüze gerçekleştirilen görüşmelerde yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmaya 2015-2016 eğitim öğretim yılında görev yapmakta olan, sınıfında kaynaştırma öğrencisi bulunan 8 okul öncesi öğretmeni katılmıştır. Araştırma sonucunda, öğretmenlerin çoğunluğunun çocuğun gereksinimlerine cevap vermek için BEP hazırlandığı ve BEP hazırlamayı gerekli buldukları sonucuna ulaşılmıştır. Bunun yanında, sınıf içinde fiziksel koşulların olumsuzluğuna yönelik görüşlere yer verilmiştir. Öğretmenlerin çoğu yazılı ve sistematik olarak BEP hazırlamadıklarını, ailelerin ise sürece katılımının düşük olduğunu ifade etmişlerdir. Son olarak, öğretmenler, BEP hazırlanması ve uygulanması ile ilgili kullanıcı dostu yazılı kaynaklara ihtiyaç duyduklarını ifade etmişlerdir.Early intervention programs are supporting child development and they also have preventative function. In our country, developing IEP is necessary for addressing educational needs of children with special needs in inclusion programs in early childhood educational settings. This research aims to identify preschool teachers' views on learning, preparing and implementing the Individualized Education Program (IEP). It is a qualitative study in which face-to-face, semi-structured interviews were conducted. For the study group, 8 preschool teachers who have students in inclusion programs in 2015-2016 academic year were selected through purposeful sampling According to the findings, the teachers stated that IEP is useful in terms of meeting student’s needs in general. Most of the teachers also stated that they did not prepare written and systematic IEPs, and also pointed out low parent involvement during the process. Lastly, the teachers stated that they are in need of easy to use, written resources on developing and implementing IEP

Examining the Psychometric Properties of Acceptance Scale for Kindergarten-Revised (ASK-R) in Turkish

The aim of this study is to investigate the applicability of ASK-R among Turkish pre-school children and determine the psychometric properties (validity and reliability) of this scale. This study was conducted with 167 students from different pre-schools in Muğla. Within the aim of the study, three different methods were set down in order to investigate the validity of the scale. First of all, in order to get evidences about the construct validity of the scale, item analysis was conducted. In order to examine construct validity, confirmatory factor analysis was conducted. The fit statistics obtained from factor analysis showed that original form’s factor structure had been confirmed. Internal consistency was calculated and Cronbach’s alpha coefficient for the total scale was high. The test-retest correlation coefficient for the total score were significant (r= .78, p<0.01). As a result of the study, the Turkish version of ASK-R has good validity and reliability for Turkish pre-school children