INVESTIGATION OF THE INCLUSION EDUCATION COMPETENCIES OF CLASSROOM TEACHERS WORKING IN INCLUSIVE EDUCATION CLASSROOMS

Adem Kaya (), Mehmet Kabakã‡i (), Saadet YEŞİLYURT () and Nilgün Devecä° ()

Eurasian Academy Of Sciences Social Sciences Journal, 2025, vol. 58, issue 58, 18-37

Abstract: Part-time inclusion, which has an important place among the models of inclusive education, is frequently preferred in the education process of students with special needs. In this model, the class in which the student is registered is a special education class. However, when it is predicted that the student will be successful at the same level as his/her peers in certain courses, his/her participation in the general education class is ensured. On the other hand, in courses that require special support and individual attention, the student continues his/her education in the special education class. Part-time inclusion aims to improve the student's social interaction and communication skills as well as academic development. Although practices regarding inclusive education have been initiated in our country, it is generally not possible for prospective teachers to have in-depth knowledge in this field during their undergraduate education. This situation leads to various discussions about the effectiveness and success of inclusive education. The classroom teacher is the person who transfers the information in the first level education programs of the primary school to the students and encourages them to gain skills such as creative thinking, research, cooperation and entrepreneurship. In addition, he helps the students to develop positive attitudes towards both themselves and their environment and enables them to communicate effectively. In order to fulfill this role, the classroom teacher must know the needs of the children, understand their development levels and organize the learning environment in accordance with their interests and needs. The teacher must also be able to support the behavioral development of the children and have the competence to measure the effects of the implemented program by evaluating its results.

Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eas:journl:v:58:y:2025:i:58:p:18-37

DOI: 10.17740/eas.soc.2025.V58.02

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