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Mathematics teacher's attitudes and knowledge towards inclusion in Turkey

Başlık çevirisi mevcut değil.

  1. Tez No: 798435
  2. Yazar: BAHADDİN DEMİRDİŞ
  3. Danışmanlar: Belirtilmemiş.
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Matematik, Education and Training, Mathematics
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2015
  8. Dil: İngilizce
  9. Üniversite: University of London - University College London
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 100

Özet

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Özet (Çeviri)

This study investigated the attitudes and knowledge of mathematics teachers towards the inclusion of students with special needs in Turkey. For the purposes of this study, eight interviews and forty-seven questionnaires were conducted with mathematics teachers working in secondary schools in Turkey. The interviews and surveys investigated the background of the teachers and their attitudes towards inclusion. The questionnaire was comprised of the modified 'Opinions Relative to the Integration of Students with Disabilities' (ORI) scale, which is used as main research instrument and has already been used in previous studies. The data analysis demonstrated that the mathematics teachers held negative attitudes towards the inclusion of students with special needs in Turkey. In addition, the results indicated that the gender of the teachers, and studying inclusive education (training) at university, did not affect their attitudes, yet age did affect attitudes towards inclusion. In Turkey, younger mathematics teachers possessed more positive attitudes towards inclusion than older teachers, and there was no significant difference between female and male mathematics teachers, or teachers with training and those with no training. The teachers also reported that they did not have sufficient knowledge concerning the practice of inclusive education, even when they had taken a module or unit in inclusive education at university. Furthermore, the teachers did not make and implement individualised education programmes for each student with SEN.

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