Examination of Inclusive Education and Resource Room Service in a Pre-School
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| Title: | Examination of Inclusive Education and Resource Room Service in a Pre-School |
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| Language: | English |
| Authors: | Yazçayir, Gülcihan, Gürgür, Hasan |
| Source: | International Journal of Curriculum and Instruction. 2021 13(1):870-892. |
| Availability: | World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Inclusion, Resource Room Programs, Preschool Education, Special Needs Students, Preschool Teachers, Preschool Children, Student Needs, Teamwork, Teacher Collaboration, Special Education, Regular and Special Education Relationship, Teacher Attitudes, Success, Students with Disabilities, Program Effectiveness, Planning, Educational Environment, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 1562-0506 |
| Abstract: | Equal and qualified education opportunities offered to children with special needs are important in terms of their development in the pre-school education process. This study aimed to examine inclusive education and resource room services in the pre-school. The study adopted a phenomenological research methodology. The participants were selected via the criterion sampling method, and comprised nine pre-school teachers who were providing resource room facilities for the children with special needs in their classes. The research data were collected through a semi-structured interview form, and document analysis. The analysis of the data was carried out through inductive approach. The results based on the data analysis revealed that inclusive education and resource room service had many contributions to the students with special needs, their families, their teachers, and the students with normal growth and development. In addition, the basic elements of inclusive education and resource room were determined to be physical arrangements in schools, teacher training, resource room, cooperation, and inclusion activities. However, the results based on the interview form showed that the methods, techniques and materials suitable for the characteristics of the students with special needs were not used in the planning, implementation, or evaluation processes of the inclusive education and in the resource room service. Likewise, it was noted that effective cooperation and teamwork were not carried out during these processes. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1285686 |
| Database: | ERIC |
| Abstract: | Equal and qualified education opportunities offered to children with special needs are important in terms of their development in the pre-school education process. This study aimed to examine inclusive education and resource room services in the pre-school. The study adopted a phenomenological research methodology. The participants were selected via the criterion sampling method, and comprised nine pre-school teachers who were providing resource room facilities for the children with special needs in their classes. The research data were collected through a semi-structured interview form, and document analysis. The analysis of the data was carried out through inductive approach. The results based on the data analysis revealed that inclusive education and resource room service had many contributions to the students with special needs, their families, their teachers, and the students with normal growth and development. In addition, the basic elements of inclusive education and resource room were determined to be physical arrangements in schools, teacher training, resource room, cooperation, and inclusion activities. However, the results based on the interview form showed that the methods, techniques and materials suitable for the characteristics of the students with special needs were not used in the planning, implementation, or evaluation processes of the inclusive education and in the resource room service. Likewise, it was noted that effective cooperation and teamwork were not carried out during these processes. |
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| ISSN: | 1562-0506 |
