The Factors Predicting the Developmental Gains of Children With and Without Disabilities in Inclusive Preschools Bulbin Sucuoglu Hatice Bakkaloglu, Şeyda Demir, Betul Yilmaz, Abdulhamit Karademir, Zafer Erturk, Project No: 114k649 July 15, 2015-July 15, 2018 The Scientific and Technological Research Council of Turkey (TUBİTAK)
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The Factors Predicting the Developmental Gains of Children With and Without Disabilities in Inclusive Preschools
Bulbin SucuogluHatice Bakkaloglu,
Şeyda Demir, Betul Yilmaz,
Abdulhamit Karademir, Zafer Erturk,
Project No: 114k649July 15, 2015-July 15, 2018
The Scientific and Technological Research Council of Turkey (TUBİTAK)
Agenda
Early childhood special education and preschool inclusionWhy preschool inclusion?Outcomes of inclusion practices for children
In Turkey…LegislationsRelated studiesNeed for this studyPurpose of the studyData collectionAnalysisResults and discussion
Jun 9, 2016 ISEI 2016 Stockholm 2
Inclusion is a practice….
– beneficial for children with disabilities
– it creates a conducive environment to promote all aspects of child development
– High-quality preschool inclusion is an important part of early childhood special education (Guralnick,
2016)
Jun 9, 2016 ISEI 2016 Stockholm 3
• Inclusion during the preschool years is necessary. Because….
– Minimizes the possibility of rejection
– Maximizes the possibility of social acceptance
– Increases later life acceptance
– Increases expectations among parents and teachers
Jun 9, 2016 ISEI 2016 Stockholm 4
• Benefits for children with disabilities….– More benefits than segregated environments….– More advanced level of play– Quality and quantity of social interactions– Learning and generalization of social skills to new
settings– Regular and sustained interaction with classmates– Cognitive development– Developmental progress on intellectual and language
In Turkey …….• Inclusive preschool practices started in 1997...• In 2006, it became more widespread with the adoption of special
education service regulation…• In 2016, more than 25.000 young children with disabilities were in
preschool classrooms (Ministry of National Education, 2011).
According to the laws and regulations…..
The preschools should take appropriate measures for the children with disabilities who are placed into learning environments with typically developing peers (Ministry of National Education, 2006).
Each classroom should include one or two children with mild disabilities. The teachers have limited knowledge, skills and experience related to
inclusive practices. In each preschool classroom, one teacher is responsible for the
development of all children.
Jun 9, 2016 ISEI 2016 Stockholm 6
Parent and teacher attitudes and beliefs towards inclusive preschools are generally positive…