ED616691

[Virtual Presenter] This study aimed to evaluate the views of pre-service teachers on inclusive education from a quantitative research perspective using a survey model to assess the opinions of 482 prospective teachers. The results of the study show that the overall opinions of these pre-service teachers on inclusive education are positive, however, their knowledge and skill levels of students with special needs were found to be insufficient. This emphasizes the necessity of qualified inclusive education to guarantee that all students have access to the same quality of education regardless of their needs..

[Audio] Researchers conducted a study to assess pre-service teachers’ views on inclusive education. The results showed that while they had a positive outlook, their understanding and competency with students with special needs was not satisfactory. Inclusive education is essential for these students to engage with their peers, build relations, work together and lend each other assistance. To successfully carry out an inclusive education program, teachers and other school personnel must recognize its necessity and create equal opportunities for special needs students while also informing those without special needs on the topic. Furthermore, there must be a systematic plan of action constructed, along with extensive research and appropriate physical environment arrangements. The findings of this study emphasize the need to invest in pre-service teachers to ensure they possess the right knowledge and abilities to teach in an inclusive education setting..

[Audio] This research quantitatively evaluated pre-service teachers' views on inclusive education. The overall opinion towards inclusive education was positive, however knowledge and skill levels about students with special needs were lacking. Professional development was seen as important for developing positive attitudes, and university-based professional development was found to correlate with more positive attitudes and greater confidence in meeting individualized education program needs. Additionally, the nature and severity of the restrictive situation, as well as teaching experience, had strong influences on teachers' attitudes towards inclusion..

[Audio] Pre-service teachers in this study generally had positive attitudes towards inclusive education, however they had worries about students with special needs being included. Their knowledge and skills about students with special needs were also found to be inadequate. Opinions on inclusion did not vary depending on pre-service teacher gender or experience with inclusion. Pre-service teachers need more chances to interact with and teach students with special needs during their school internships. For this reason, extra instruction and information regarding education policies for students with special needs is vital..

[Audio] The purpose of this study was to use a quantitative research perspective to assess the views of pre-service teachers on inclusive education. Results indicated that the overall opinions of the pre-service teachers were positive, however, their knowledge and skill levels of students with special needs were insufficient. This highlights the importance of providing pre-service teachers with the necessary training to give them the proper skills for teaching students with special needs. Ensuring pre-service teachers are well-equipped with the needed training is a fundamental factor in advancing the quality of inclusive education..

[Audio] Results from a study indicated that, on the whole, pre-service teachers generally had a positive opinion of inclusive education. Nevertheless, their knowledge and skills concerning working with students with special needs were inadequate. The "Opinions Related to Mainstreaming Scale" revealed that although internal consistency coefficients for Management of the Inclusion Class and Benefits of Inclusion sub-dimensions exceeded 0.7, those for Teacher's Competence and Negative Effect of Inclusion sub-dimensions were inferior. These results suggest that pre-service teachers should be given more effective training in practical skills and knowledge connected to inclusive education in order for students with special needs to gain from it..

[Audio] In this quantitative study, the opinions of pre-service teachers on inclusive education were overall positive, yet their knowledge and skills in regards to students with special needs were found to be insufficient. Results showed that the pre-service teachers had varying views on the expectations of children with special needs and the impact of social inclusion. They were divided on whether the comfort in the normal classroom led to confusion and whether the presence of a student with special needs hindered the development of normal children. The pre-service teachers had mixed opinions on whether or not the inclusion of students with special needs contributed to their independence. It is important to note that more research is needed to determine what steps can be taken to improve the understanding and skill levels of pre-service teachers in regards to inclusive education..

[Audio] The data collected from the study showed that pre-service teachers had a positive opinion on inclusive education, yet their knowledge and skill levels when it comes to students with special needs were insufficient. With this in mind, it is important to note that inclusion of special needs students in the classroom is not more difficult than maintaining control in a classroom without included students. Additionally, the inclusion of these students does not harm the language or mental development of other students in the classroom. Furthermore, it was found that having a special education student in the classroom can help normal students learn to respect differences, which is essential for their social development. This study highlights the importance of providing pre-service teachers with the necessary knowledge and skills to ensure that inclusion of special education students is beneficial to the overall development of students in the classroom..

[Audio] The results of this study show that pre-service teachers generally hold positive views towards inclusive education. However, their understanding of students with special needs seems to lack in certain areas. For example, when asked if there should be special schools for children who need special education, most of the students disagreed. Similarly, when asked if children with special needs can ever establish social communication with other children, most students disagreed. This indicates that pre-service teachers may lack an understanding of the potential of students with special needs. Furthermore, when asked if being in the regular classroom accelerates the development of the student who needs special education, most students showed uncertainty, indicating a need for further understanding on this topic..

Suat Turkoguz, Muhammet S. Baran, Mehmet Gurbuz, Cengiz Tuysuz, Ilker Ugulu.

[Audio] The results of this quantitative study showed that while the pre-service teachers overall had positive opinions about inclusive education, their knowledge and skill levels about working with students with special needs were insufficient. This highlights the need to ensure better training and support for aspiring teachers, in order to better prepare them for the responsibilities they will face in the classroom. It is clear that the pre-service teachers viewed inclusive education with apprehension, due to potential problems that could arise in terms of classroom management - a sentiment shared by other studies in the field. It is essential that educators receive the necessary training and resources to effectively implement inclusive education, in order to ensure that students of all backgrounds and abilities can get the best possible education..

[Audio] Results of this study indicate that, generally speaking, pre-service teachers had upbeat attitues toward inclusive education; however, their understanding and proficiency concerning special needs students was insufficient. This is in accordance with similar studies that have been undertaken. It was observed that pre-service teachers accepted the effectiveness of inclusion for facilitating a student's social skills and enhancing classroom control. Nevertheless, their viewpoints on the entire advantages of inclusion were not uniform. This illustrates that further initiatives must be taken to aid pre-service teachers in understanding the significant role they will have in enabling all students to reach their goals..

[Audio] The research focused on evaluating pre-service teachers’ views of inclusive education from a quantitative perspective. Results highlighted that pre-service teachers had a positive attitude towards inclusive education, but lacked knowledge and skills when it comes to caring for students with special needs. Dr. Suat Turkoguz, Muhammet S. Baran, Mehmet Gurbuz, Cengiz Tuysuz, and Dr. Ilker Ugulu, experts in different areas of inclusive education, provided valuable knowledge and insights for those seeking to understand this topic..

[Audio] Proje kapsamında yapılan çalışma neticesinde, eğitim öncesi öğretmenlerin kaynaştırma konusundaki olumlu görüşleri bulunmuş olmasına rağmen; özel gereksinimli öğrencilerin bilgi ve yetenek düzeylerinin yeterli olmadığı belirlenmiştir. Birçok çalışma ile eğitim öncesi öğretmenlerin kaynaştırma konusundaki farklı görüşleri, bilgileri ve yetenekleri incelenmiştir. Batu, E S Odluyurt, S., Alagozoglu, E., Cattik, M. ve Sahin, S.'nin (2017) çalışmasıyla öğretmen görüşleri tespit edilmiş, Bozarslan ve Batu (2014) tarafından okul öncesi öğretmenlerin kaynaştırma görüş ve önerileri araştırılmış, Cankaya ve Korkmaz (2012) tarafından İlköğretim I. kademedeki öğretmenlerin kaynaştırma hakkındaki görüşleri değerlendirilmiş, Cerezci (2015) tarafından bir araştırma yürütülmüştür..

[Audio] Çalışmanın amacı, öğretmen adaylarının kapsayıcı eğitime ilişkin görüşlerinin nicel araştırma yaklaşımıyla değerlendirilmesidir. Bulgulara göre, öğretmen adaylarının konuya genel olarak olumlu yaklaştıkları görülmüş, ancak özel gereksinimli öğrencilerin yeterli seviyede bilgi ve becerilerinin bulunmadığı ortaya çıkmıştır. Kapsayıcı eğitim alanında öğretmen adaylarının bilgi ve becerilerinin geliştirilmesine katkıda bulunabilecek çeşitli kaynakların ortaya çıkarılması önem taşımaktadır..

[Audio] This quantitative study revealed pre-service teachers' overall positive views of inclusive education; however, their knowledge and skill levels concerning the teaching of students with special needs were found to be insufficient. Ugulu et al. research further confirms this, as it has discovered university students and secondary school students had limited environmental and traditional knowledge. Additionally, this study revealed teacher candidates were not able to appropriately assess environmental attitudes. Clearly, there is a significant gap in pre-service training which needs to be closed in order to better promote inclusivity in the classroom..

[Audio] The findings from this study demonstrate that pre-service teachers have mostly positive views on inclusive education, yet they were inadequately knowledgeable and skilled when it comes to special needs students. Such a situation calls for effective teacher training on the topics of special needs and inclusive education, in order to guarantee that pre-service teachers can handle teaching in an inclusive classroom setting. The research findings presented in this study also underscore the importance of making the necessary adjustments to the course outline, in order to foster the attitudes and skills needed for successful inclusive teaching..

[Audio] Our study found that pre-service teachers had largely positive views on inclusive education, however, their knowledge and skill levels of students with special needs were inadequate. We hope that this research helps to raise awareness of the importance of providing quality training for pre-service teachers on inclusive education, and that further initiatives are taken to ensure the successful implementation of inclusive education worldwide. All in all, it is important to emphasize the need for providing quality training for pre-service teachers on inclusive education in order to ensure the successful implementation of inclusive education worldwide. Thank you for listening..