Kapsayıcı Eğitim Programının Öğretmenlerin Öz Yeterliklerine ve Çocukların Okula Uyumlarına Etkisinin İncelenmesi

Abstract

The aim of this research is to examine the effects of Inclusive Education Program on teachers' self-efficacy and children's adaptation to school. For this purpose, Inclusive Education Program was developed for preschool children and their teachers. This study was designed with a parallel mixed methods design in which quantitative and qualitative research methods were used together. In order to examine the effects of Inclusive Education Program on teachers' self-efficacy and children's adaptation to school, a quasi-experimental design with pre-test, post-test and follow-up measurement was used; the researcher's diary, observation, and qualitative interviews with teachers and parents were used to examine the effects and changes of the program on teachers' self-efficacy and children's adaptation to school. The study group consisted of 225 children aged 5-6 (110 in the experimental and 125 in the control group) and 12 preschool teachers (6 in the experimental and 6 in the control group) living in Küçükçekmece and Esenyurt districts of Istanbul, which have the highest refugee population density. The Inclusive Education Program was applied to the teachers and children in the experimental group. The data collection tools were; Early Childhood Education Teacher Self-Efficacy Scale, Teacher Evaluation Scale for School Adjustment for 5-6 Year-Old Children, semi-structured interview forms for teachers and parents were used. Follow-up tests were applied to teachers and children in the experimental group 8 weeks after the completion of the post-tests. The data of the study were analyzed with dependent and independent groups t-test and content analysis. The findings obtained in the study revealed that the Inclusive Education Program had positive effects on teachers' self-efficacy and children's adjustment to school, and the effects of the program continued for a long time.