Browsing by Subject "Inclusive education"

Now showing 1 - 6 of 6

Open Access
An investigation into high school mathematics teachers and inclusive education for students with visual impairments
(Sage Publications, Inc., 2023-05-16) Baykaldı, Gamze; Çorlu, M. S.; Yabaş, D.
Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.
Open Access
Embracing student experience in inclusive design education through learner-centred instruction
(Routledge, 2016-03) Altay, Burçak; Ballice, G.; Bengisu, E.; Korkmaz, S. A.; Paykoç E.
This paper explores the process and outcome of using learner-centred methods to develop students’ empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on inclusive design awareness that architecture and interior design students participated, which applied various learner-centred methods. We discuss the process that incorporated project-based learning, role-playing/simulation and students’ reflections and feedback on their experience. The workshop process, the student project experience and students’ reflections on their learning indicate how multiple methods of learning engage students and enhance their empathic understanding so they can embrace differences and adopt a user-centred design approach. Based on the findings, we provide suggestions for similar educational events that can be applied in other disciplinary contexts. © 2016 Taylor & Francis.
Open Access
An exploratory study of visually impaired students’ perceptions of inclusive mathematics education
(SAGE Publications Ltd, 2015) Bayram, G. İ.; Corlu, M. S.; Aydın, E.; Ortaçtepe, D.; Alapala, B.
The Turkish Disability Act introduced inclusive education to Turkey as a solution to the problems experienced by students with disabilities, including visually impaired students. The main purpose of this study was to explore the challenges faced by visually impaired students learning high school mathematics in inclusive classrooms in Turkey. The data were qualitative, consisting of interviews conducted with three high school graduates; they were analysed using the constant comparison method. In the interviews, students described the effects of various teaching methods on their learning and evaluated the social aspect (broadly speaking) of inclusive education. The results show that while the social needs of visually impaired Turkish students were adequately met through inclusive education, their academic needs were not, which we speculate to be partly because of mathematics teachers’ negative attitudes towards inclusive education.
Open Access
Exploring challenges of mathematics teachers who teach high school mathematics for visually impaired students in Turkey
(2017-09) Baykaldı, Gamze
In inclusive education, every child is supported in such way that no child falls behind. For this purpose, inclusive education practices unite students with individual differences that are in the same educational environment. However, many teachers, regardless of their specialty, hold negative attitudes towards inclusive education. Therefore, it is necessary to explore the experiences and actions of mathematics teachers while teaching high school mathematics to visually impaired (VI) students by considering what kind of challenges they encounter and to what extent these challenges affect teachers’ willingness to accept the inclusion of these students. This qualitative study aimed to explore this subject using a grounded theory as a specific method. Semi-structured interviews conducted with eight mathematics teachers who had experience teaching VI students were analyzed using the constant comparative method. Major findings were categorized into five themes: teaching mathematics practices, the mathematics curriculum, preparation of material, assessment practices, and beliefs regarding inclusive education and VI students. The findings showed that teachers were divided into two groups in terms of their commitment to inclusive practices. The first group was described as reluctant to teach VI students, and the second was willing to run effective inclusive practices. Findings were discussed in terms of existing research on teachers’ preparedness for, and belief in, inclusive education.
Open Access
Exploring the impact of teachers’ past migration experience on inclusive education for refugee children
(Routledge, 2023-06-14) Özçürümez, Saime; Tursun, Özgün; Tunç, Ahmet
Teachers play a key role in shaping students’ experiences in the learning environment. Studies on inclusive education in forced migration contexts, however, rarely examine what determines teachers’ positive behaviour and attitudes toward refugee students. This study examines how teachers’ past migration and occupational experiences impact their attitudes towards students who arrived through forced migration and whether they rely on teaching practices stemming from their past experiences to ensure a more inclusive school climate. Using both quantitative and qualitative methods, we collected 228 surveys and conducted 9 focus groups with secondary education teachers in 11 public schools in 5 different cities in Turkey where students of Syrian origin who arrived through forced migration are registered. Drawing on Pierre Bourdieu’s concept of ‘habitus’ and ‘social capital’, this study argues that teachers’ past migration experiences enable them to create a more inclusive classroom experience for Syrian refugee children.
Open Access
High school teachers’attitudes, perceptions and perceived competence regarding inclusive education: a systematic literature review
(2021-02) Selimhocaoğlu, Emine Ecenaz
Research highlights the ongoing marginalization, discrimination and bullying directed to minority students. The prevention of such negative behavior towards diversities is an objective of inclusive education. Teachers play a key role in implementing inclusivity by fostering a safe learning environment that promotes respect and protection for every student regardless of their differences. This study aimed to investigate high school teachers’ attitudes, their perceptions towards sexual minority students. The study also examined how competent teachers feel to adapt inclusive strategies in their classroom. A systematic literature review of 33 articles found that although high school teachers’ perceptions and attitudes towards homosexuality, homophobic bullying and integration of related issues in the classroom can be both negative (i.e., exclusive) and positive (i.e., inclusive), their attitudes towards their sexual minority students themselves are mostly positive. Teachers’ lack of inclusivity was mostly attributed to heteronormativity, personal values, fear of losing their jobs, lack of support from administrators, parents and other staff members, fear of disapproval from them, and lack of training. The review also revealed that teachers’ perceived competence towards inclusivity depends on their training, age, years of experience, gender, religion, school type and school region as well as their own sexual orientation. The findings are discussed in terms of the necessity of support from and collaboration with school staff and parents. Furthermore, recommendations are made for school policies that involve sexual minority students, adjustment and for the flexibility of curricula. Lastly, the importance of adequate and effective in-service and pre-service teacher preparation is emphasized.