Inclusive art education in primary schools; perceptions of pupils with special educational needs and their teachers
Başlık çevirisi mevcut değil.
- Tez No: 518817
- Danışmanlar: Dr. EMESE HALL
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Güzel Sanatlar, Education and Training, Fine Arts
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2011
- Dil: İngilizce
- Üniversite: University of Exeter
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 68
Özet
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Özet (Çeviri)
The main purpose of this study is to investigate the perceptions of pupils with special educational needs and their teachers about inclusive art education, since it is essential to consider teachers' and students' perceptions to improve and intensify curriculum and to develop stronger educational approaches. Although, there are a large number of documents in the area of art education and inclusion as separate study titles, very few of them concentrate on inclusive art education and perceptions of educators or pupils. For this reason, in this study, the researcher intends to focus on the opinions of pupils and teachers on inclusive art education. Participants were 6 students with special educational needs, and 8 teachers. The researcher used semi structured, one to one interviews to be flexible during the interview, since the interviewee may sometimes take the subject in another direction. Interpretive methods were used since the main aim was to attain perceptions of the participants. The interviews took place in two primary schools which offer inclusive education in Turkey. Interviews revealed that there was a lack of source books for teachers and complaints were made about the overpopulated classrooms. Most of the teachers stated that they need additional training for teaching art. For this reason it might be better for students to receive their art education from an art specialist. The first chapter of this study introduces the background of the study, presents the problems and purpose. The second chapter denotes literature review which gives brief description of inclusive education and history of inclusive education as much as describing inclusive art education with referencing previous studies. The third chapter presents the methodology which includes presentation of methods that adopted throughout the research. The fourth chapter includes the presentation of findings. Extract of the interviews with teachers and students with special educational needs took part in this chapter. The fifth chapter presents the analysis and discussion of findings. In the last part of this study, a summary of the research and conclusion have been presented.
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