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Kapsayıcı Eğitim Araştırmalarında Güncel Eğilimler

Yıl 2025, Cilt: 3 Sayı: 1, 72 - 90, 30.06.2025

Mine Kazancı , Nadir Çeliköz

https://doi.org/10.71313/asa.1698202

Öz

Bu araştırmada, kapsayıcı eğitim araştırmalarındaki son durumun ayrıntılı bir şekilde betimlenmesi amaçlanmıştır. Kapsayıcı eğitim araştırmalarında sıklıkla öğretmenlerle çalışılmıştır ve araştırmalarda öğretmenlerin kapsayıcı eğitime yönelik farkındalık, görüş, düşünce, uygulama, tutum ve özyeterliklerini tespit etmeye ağırlık verilmiştir (Emam & Mohamed, 2011; Özokcu, 2018; Weber & Greiner, 2019; Zhalelkanova, 2019; San Martin, Ramirez, Calvo, Muñoz-Martínez & Sharma, 2021; Moran, 2022; Yıldırım Hacıibrahimoğlu, 2022; Deliktaş, 2023; Çakar, 2024; Yükseler, 2024; Postallı, 2024; Yalvaç, 2024; Çalışkan Özbek, 2024; Karabulut, 2024; Ocak, 2024; Şenay, 2024; Zhao, Ai, Zhang & Peng, 2025). Ayrıca öğretmenlerin kapsayıcı eğitime yönelik tutum ve özyeterlikleri arasındaki ilişki, öğretmenlerin kapsayıcı eğitime ilişkin tutumları ve etik davranışları arasındaki ilişki, öğretmenlerin kapsayıcı eğitime ilişkin tutumları ve sınıf yönetimi becerileri arasındaki ilişki ve öğretmenlerinin çocuk hakları eğitimine ilişkin tutumları ile kapsayıcı eğitime yönelik farkındalıkları arasındaki ilişki de çalışmalarda incelenmiştir. Öğretmenlerle yapılan araştırmalarda kapsayıcı eğitime yönelik tutum ve özyeterliğin tespit edilmesine dayanan çok sayıda çalışma bulunmaktadır. Bununla birlikte öğretmenlerin kapsayıcı eğitime yönelik tutum ve özyeterlikleri arasındaki ilişkiyi inceleyen çalışmalar sayıca azdır. Öğretmenlerin kapsayıcı eğitime yönelik tutum ve özyeterliklerini etkileyen faktörleri inceleyen araştırmaların yapılması, öğretmen yetiştirme alanına ve öğretmenlerin kapsayıcı eğitime yönelik mesleki gelişimlerini desteklemeye katkı sağlayabilir.

Anahtar Kelimeler

kapsayıcı eğitim kapsayıcı eğitime yönelik tutum kapsayıcı eğitime yönelik özyeterlik

Kaynakça

  • Alzahrani, N. (2020). The development of inclusive education practice: A review of literature. International Journal of Early Childhood Special Education, 12(1), 68-83. https://doi.org/10.20489/intjecse.722380
  • Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29–39. https://doi.org/10.1080/13603116.2010.496192
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Frontiers in Psychology, 12;10:1645. doi: 10.3389/fpsyg.2019.01645.
  • Cheryl Armstrong, A., Armstrong, D., & Spandagou, I., (2010). Inclusive Education International Policy & Practice. London: SAGE.
  • Çakar, İ. (2024). Exploring the self efficacy and attitudes towards inclusive education among foreign language teachers: a cross-national analysis. Unpublished Master’s Thesis, Graduate School of Social Sciences, Middle East Technical University, Ankara.
  • Çalışkan Özbek, F. (2024). Mesleki eğitim merkezlerinde görev yapan öğretmenlerin kapsayıcı eğitime yönelik sınıf içi uygulamalarının tutum ve öz yeterlikleri ile ilişkisi. Yayımlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü, Gazi Üniversitesi, Ankara.
  • Çolak, A., Vural, M. E., & Öz, A. (2018). The relationship between teacher attitude and self-efficacy for inclusive practices in Turkey. Journal of Education and Training Studies, 6(3), 116-126.
  • Davis, L. M. (2022). Inner City Teachers’ Attitudes and Efficacy When Providing Effective Inclusion Practices: A Correlational Study. Doctoral dissertation, Northcentral University, California.
  • Deliktaş, S. (2023). Investigating the opinions of pre-service and in-service English language teachers on inclusive education. Unpublished Master’s Thesis, Graduate School, TED University, Ankara.
  • Dilber, Y. (2020). Uğur Ataseven (Ed.), Okullarda Kapsayıcı Eğitim. 21. Yüzyılda Eğitimde Dönüşüm ve Okullar içinde (s. 209-239). Konya: Necmettin Erbakan Üniversitesi Yayınları.
  • Dukes, C., & Smith, M. (2006). A Practical Guide to Pre-school Inclusion. London: Paul Chapman Publishing.
  • Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers' attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia - Social and Behavioral Sciences, 29, 976-985.
  • Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286–294. https://doi.org/10.1080/08856257.2014.933551
  • Gerrig, R. J., & Zimbardo, P. G. (2014). Psikoloji ve yaşam: Psikolojiye giriş (19. basım; G. Sart, Çev.; A. A. Özdoğru, Çev. Ed.). Ankara: Nobel Akademik Yayıncılık.
  • Gültekin, Ö., & Çetin, Ş. (2025). Measuring teachers’ inclusive education literacy: A scale development study. The Universal Academic Research Journal, 7(2), 58‐75.
  • Haddock, G., & Maio, G. R. (2008). Attitudes: Content, structure and functions. In Introduction to social psychology: A European perspective (4th ed., pp. 112-133). Oxford: BPS Blackwell
  • Hernández-Saca, D. I., Voulgarides, C. K., & Etscheidt, S. L. (2023). A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens. Education Sciences, 13(12), 1212. https://doi.org/10.3390/educsci13121212
  • Jury, M., Laure Perrin, A., Rohmer, O., Desombre C. (2021). Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context. Frontiers in Education, Volume 6, Article 655356. doi: 10.3389/feduc.2021.655356
  • Karabulut, R. (2024). Sınıf Öğretmenlerinin Kapsayıcı Eğitim Uygulamalarına Yönelik Davranışlarının Değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü, Dicle Üniversitesi, Diyarbakır.
  • Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: a meta-analysis. Educ. Res. Rev. 12, 59–76. doi: 10.1016/j.edurev.2014.06.001
  • Loreman, T. (2007). Seven Pillars of Support for Inclusive Education Moving From “Why” to “How?”. International Journal of Whole Schooling, 3(2). https://files.eric.ed.gov/fulltext/EJ847475.pdf
  • Maddux, J. E., & Kleiman, E. M. (2021). Self-efficacy: The power of believing you can. In C. R. Snyder, S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), The Oxford handbook of positive psychology (3rd ed., pp. 443–452). Oxford University Press.
  • Moran, M. D. (2022). Exploring preparatory school instructors’ views and practices related to diversity and inclusion in English language teaching: a case study. Unpublished Master’s Thesis, Graduate School of Social Sciences, Middle East Technical University, Ankara.
  • Nyoni, K. Z. (2022). Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District. East African Journal of Education and Social Sciences, Vol. 3, No. 6, pp. 8-14. https://doi.org/10.46606/eajess2022v03i06.0232
  • Özokçu, O. (2018). The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey. Journal of Education and Training Studies, 6(3), 6-12.
  • Paniamogan, J. D., & Dioso, E. D. (2024). Relationship between teachers' attitude and self-efficacy: A descriptive correlational study. EPRA International Journal of Environmental Economics, Commerce and Educational Management Journal, 11(7), 187-203.
  • Pijl, S. J., Meijer, C. J. W. & Hegarty, S. (1997). Inclusive Education A Global Agenda. London: Routledge. Postallı, E. (2024). Fen bilgisi öğretmenlerinin kapsayıcı eğitime yönelik düşünceleri. Yayımlanmamış Yüksek Lisans Tezi, Erciyes Üniversitesi, Eğitim Bilimleri Enstitüsü, Kayseri.
  • Rose, R., & Howley, M. (2007). The Practical Guide to Special Education Needs in Inclusive Primary Classrooms. London: Paul Chapman Publishing.
  • Sam, S. (2019). Inclusive education and teachers negative attitude. International Journal of Home Science, 5(2): 401-405.
  • San Martin, C., Ramirez, C., Calvo, R., Muñoz-Martínez, Y., & Sharma, U. (2021). Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices. Sustainability, 13(4), 2300. https://doi.org/10.3390/su13042300
  • Sarı, M., & Turhan Türkkan, B. (2019). Kuramdan Uygulamaya Kapsayıcı Eğitim. Pervin Oya Taneri (Ed.), Kapsayıcı Eğitim Yaklaşım ve Uygulamaları içinde (s. 125-162). Ankara: Pegem Akademi.
  • Sharma, U., & Sokal, L. (2016). Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?. Australasian Journal of Special Education, 40(1), pp. 21–38. http://dx.doi.org/10.1017/jse.2015.14
  • Singal, N. (2005). Mapping the field of inclusive education: a review of the Indian literature. International Journal of Inclusive Education, 9(4), 331–350. https://doi.org/10.1080/13603110500138277
  • Slee, R., & Allan, J. (2001). Excluding the included: A reconsideration of inclusive education. International Studies in Sociology of Education, 11(2), 173–192. https://doi.org/10.1080/09620210100200073
  • Spandagaou, I., Little, C., Evans, D., & Bonati, M. L. (2020). Inclusive Education in Schools and Early Childhood Settings. Singapore: Springer Nature.
  • Şenay, T. (2024). Okul öncesi öğretmenlerinin kapsayıcı eğitime yönelik öğretmen tutumlarının ve öz yeterlilik düzeylerinin incelenmesi. Çağdaş Uygulamalı Bilimler Dergisi, 2(1), 1-15.
  • Thomas, G. (2013), A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. Br Educ Res J, 39: 473-490. https://doi.org/10.1080/01411926.2011.652070 Türkiye Cumhuriyeti Cumhurbaşkanlığı Strateji ve Bütçe Başkanlığı, 2024. On İkinci Kalkınma Planı (2024-2028). TÜSİAD – ERG, 2024. Geleceğin Dünyasın Hazırlanırken Eğitime Bakış, PISA 2022 Bulguları Işığında Türkiye’de Eğitimin Durumu Araştırması.
  • United Nations Educational, Scientific and Cultural Organization. (2020). Towards inclusion in education: Status, trends and challenges. Paris: UNESCO.
  • United Nations Development Programme. (2018). Sürdürülebilir Kalkınma Hedefleri ve Toplam Faktör Verimliliği. Ankara https://www.undp.org/sites/g/files/zskgke326/files/migration/tr/4913bfe74b15f3d651237c352f59d01219104be64a5691654cd04cbe09db066a.pdf
  • United Nations Development Programme. (2024). The 2030 Agenda for Sustainable Development’s 17 Sustainable Development Goals (SDGs). 4th SDG Youth Summer Camp – SDG Resource Document. Seoul, UNDP https://sdgs.un.org/sites/default/files/2020-09/SDG%20Resource%20Document_Targets%20Overview.pdf
  • Waitoller, F. R., & Artiles, A. J. (2013). A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program. Review of Educational Research, 83(3), 319-356. https://doi.org/10.3102/0034654313483905
  • Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. http://dx.doi.org/10.1016/j.tate.2014.12.005
  • Weber, K. E., & Greiner, F. (2019). Development of pre-service teachers’ self-efficacy beliefs and attitudes towards inclusive education through first teaching experiences. Journal of Research in Special Educational Needs, 19(1), 73–84. doi: 10.1111/1471-3802.12479
  • Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 1–19. https://doi.org/10.1016/j.tate.2022.103800 Yalvaç, M. (2024). Okul öncesi öğretmenlerinin kapsayıcı eğitime yönelik öz yeterlik algılarının incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Trakya Üniversitesi, Sosyal Bilimler Enstitüsü, Edirne.
  • Yıldırım Hacıibrahimoğlu, B. (2022). Early childhood pre-service teachers’ self-efficacy in inclusive education: A mixed methods investigation. Issues in Educational Research, 32(3), 1213-1232.
  • Yükseler, S. (2024). Sınıf öğretmenlerinin kapsayıcı eğitim farkındalıkları ile sınıf içi uygulamaları arasındaki ilişkinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü, Antalya.
  • Zhao, M., Ai, J., Zhang, J., & Peng, Y. (2025) The Relationship Among Teachers’ Characteristics, Self-Efficacy and Attitudes towards Inclusive Education Among Chinese Preschool Teachers, International Journal of Disability, Development and Education, 1-16 DOI: 10.1080/1034912X.2025.2465280

Current Trends in Inclusive Education Research

Yıl 2025, Cilt: 3 Sayı: 1, 72 - 90, 30.06.2025

Mine Kazancı , Nadir Çeliköz

https://doi.org/10.71313/asa.1698202

Öz

This study which aims to describe the current status of inclusive education research, the basic concepts of inclusive education are explained and the subheadings that guide inclusive education research are evaluated. First, the definition of inclusive education is made, the historical transformation of the notion of inclusive education, inclusive systems, inclusive school and inclusive teacher characteristics, teacher attitudes towards inclusive education and teacher self-efficacy towards inclusive education are mentioned. Then, examples from inclusive education research are presented and a general evaluation of inclusive education research is made.
In inclusive education studies, studies have frequently focused on teachers and the emphasis has been placed on determining teachers' awareness, opinions, thoughts, practices, attitudes and self-efficacy towards inclusive education (Emam & Mohamed, 2011; Özokcu, 2018; Weber & Greiner, 2019; Zhalelkanova, 2019; San Martin, Ramirez, Calvo, Muñoz-Martínez & Sharma, 2021; Moran, 2022; Yıldırım Hacıibrahimoğlu, 2022; Deliktaş, 2023; Çakar, 2024; Yükseler, 2024; Postallı, 2024; Yalvaç, 2024; Çalışkan Özbek, 2024; Karabulut, 2024; Ocak, 2024; Şenay, 2024; Zhao, Ai, Zhang & Peng, 2025; Gültekin & Çetin, 2025). Conducting research examining the factors affecting teachers' attitudes and self-efficacy towards inclusive education can present to the field of teacher training and supporting teachers' professional development towards inclusive education.

Anahtar Kelimeler

attitude towards inclusive education self efficacy towards inclusive education inclusive education

Kaynakça

  • Alzahrani, N. (2020). The development of inclusive education practice: A review of literature. International Journal of Early Childhood Special Education, 12(1), 68-83. https://doi.org/10.20489/intjecse.722380
  • Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29–39. https://doi.org/10.1080/13603116.2010.496192
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Frontiers in Psychology, 12;10:1645. doi: 10.3389/fpsyg.2019.01645.
  • Cheryl Armstrong, A., Armstrong, D., & Spandagou, I., (2010). Inclusive Education International Policy & Practice. London: SAGE.
  • Çakar, İ. (2024). Exploring the self efficacy and attitudes towards inclusive education among foreign language teachers: a cross-national analysis. Unpublished Master’s Thesis, Graduate School of Social Sciences, Middle East Technical University, Ankara.
  • Çalışkan Özbek, F. (2024). Mesleki eğitim merkezlerinde görev yapan öğretmenlerin kapsayıcı eğitime yönelik sınıf içi uygulamalarının tutum ve öz yeterlikleri ile ilişkisi. Yayımlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü, Gazi Üniversitesi, Ankara.
  • Çolak, A., Vural, M. E., & Öz, A. (2018). The relationship between teacher attitude and self-efficacy for inclusive practices in Turkey. Journal of Education and Training Studies, 6(3), 116-126.
  • Davis, L. M. (2022). Inner City Teachers’ Attitudes and Efficacy When Providing Effective Inclusion Practices: A Correlational Study. Doctoral dissertation, Northcentral University, California.
  • Deliktaş, S. (2023). Investigating the opinions of pre-service and in-service English language teachers on inclusive education. Unpublished Master’s Thesis, Graduate School, TED University, Ankara.
  • Dilber, Y. (2020). Uğur Ataseven (Ed.), Okullarda Kapsayıcı Eğitim. 21. Yüzyılda Eğitimde Dönüşüm ve Okullar içinde (s. 209-239). Konya: Necmettin Erbakan Üniversitesi Yayınları.
  • Dukes, C., & Smith, M. (2006). A Practical Guide to Pre-school Inclusion. London: Paul Chapman Publishing.
  • Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers' attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia - Social and Behavioral Sciences, 29, 976-985.
  • Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286–294. https://doi.org/10.1080/08856257.2014.933551
  • Gerrig, R. J., & Zimbardo, P. G. (2014). Psikoloji ve yaşam: Psikolojiye giriş (19. basım; G. Sart, Çev.; A. A. Özdoğru, Çev. Ed.). Ankara: Nobel Akademik Yayıncılık.
  • Gültekin, Ö., & Çetin, Ş. (2025). Measuring teachers’ inclusive education literacy: A scale development study. The Universal Academic Research Journal, 7(2), 58‐75.
  • Haddock, G., & Maio, G. R. (2008). Attitudes: Content, structure and functions. In Introduction to social psychology: A European perspective (4th ed., pp. 112-133). Oxford: BPS Blackwell
  • Hernández-Saca, D. I., Voulgarides, C. K., & Etscheidt, S. L. (2023). A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens. Education Sciences, 13(12), 1212. https://doi.org/10.3390/educsci13121212
  • Jury, M., Laure Perrin, A., Rohmer, O., Desombre C. (2021). Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context. Frontiers in Education, Volume 6, Article 655356. doi: 10.3389/feduc.2021.655356
  • Karabulut, R. (2024). Sınıf Öğretmenlerinin Kapsayıcı Eğitim Uygulamalarına Yönelik Davranışlarının Değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü, Dicle Üniversitesi, Diyarbakır.
  • Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: a meta-analysis. Educ. Res. Rev. 12, 59–76. doi: 10.1016/j.edurev.2014.06.001
  • Loreman, T. (2007). Seven Pillars of Support for Inclusive Education Moving From “Why” to “How?”. International Journal of Whole Schooling, 3(2). https://files.eric.ed.gov/fulltext/EJ847475.pdf
  • Maddux, J. E., & Kleiman, E. M. (2021). Self-efficacy: The power of believing you can. In C. R. Snyder, S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), The Oxford handbook of positive psychology (3rd ed., pp. 443–452). Oxford University Press.
  • Moran, M. D. (2022). Exploring preparatory school instructors’ views and practices related to diversity and inclusion in English language teaching: a case study. Unpublished Master’s Thesis, Graduate School of Social Sciences, Middle East Technical University, Ankara.
  • Nyoni, K. Z. (2022). Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District. East African Journal of Education and Social Sciences, Vol. 3, No. 6, pp. 8-14. https://doi.org/10.46606/eajess2022v03i06.0232
  • Özokçu, O. (2018). The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey. Journal of Education and Training Studies, 6(3), 6-12.
  • Paniamogan, J. D., & Dioso, E. D. (2024). Relationship between teachers' attitude and self-efficacy: A descriptive correlational study. EPRA International Journal of Environmental Economics, Commerce and Educational Management Journal, 11(7), 187-203.
  • Pijl, S. J., Meijer, C. J. W. & Hegarty, S. (1997). Inclusive Education A Global Agenda. London: Routledge. Postallı, E. (2024). Fen bilgisi öğretmenlerinin kapsayıcı eğitime yönelik düşünceleri. Yayımlanmamış Yüksek Lisans Tezi, Erciyes Üniversitesi, Eğitim Bilimleri Enstitüsü, Kayseri.
  • Rose, R., & Howley, M. (2007). The Practical Guide to Special Education Needs in Inclusive Primary Classrooms. London: Paul Chapman Publishing.
  • Sam, S. (2019). Inclusive education and teachers negative attitude. International Journal of Home Science, 5(2): 401-405.
  • San Martin, C., Ramirez, C., Calvo, R., Muñoz-Martínez, Y., & Sharma, U. (2021). Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices. Sustainability, 13(4), 2300. https://doi.org/10.3390/su13042300
  • Sarı, M., & Turhan Türkkan, B. (2019). Kuramdan Uygulamaya Kapsayıcı Eğitim. Pervin Oya Taneri (Ed.), Kapsayıcı Eğitim Yaklaşım ve Uygulamaları içinde (s. 125-162). Ankara: Pegem Akademi.
  • Sharma, U., & Sokal, L. (2016). Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?. Australasian Journal of Special Education, 40(1), pp. 21–38. http://dx.doi.org/10.1017/jse.2015.14
  • Singal, N. (2005). Mapping the field of inclusive education: a review of the Indian literature. International Journal of Inclusive Education, 9(4), 331–350. https://doi.org/10.1080/13603110500138277
  • Slee, R., & Allan, J. (2001). Excluding the included: A reconsideration of inclusive education. International Studies in Sociology of Education, 11(2), 173–192. https://doi.org/10.1080/09620210100200073
  • Spandagaou, I., Little, C., Evans, D., & Bonati, M. L. (2020). Inclusive Education in Schools and Early Childhood Settings. Singapore: Springer Nature.
  • Şenay, T. (2024). Okul öncesi öğretmenlerinin kapsayıcı eğitime yönelik öğretmen tutumlarının ve öz yeterlilik düzeylerinin incelenmesi. Çağdaş Uygulamalı Bilimler Dergisi, 2(1), 1-15.
  • Thomas, G. (2013), A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. Br Educ Res J, 39: 473-490. https://doi.org/10.1080/01411926.2011.652070 Türkiye Cumhuriyeti Cumhurbaşkanlığı Strateji ve Bütçe Başkanlığı, 2024. On İkinci Kalkınma Planı (2024-2028). TÜSİAD – ERG, 2024. Geleceğin Dünyasın Hazırlanırken Eğitime Bakış, PISA 2022 Bulguları Işığında Türkiye’de Eğitimin Durumu Araştırması.
  • United Nations Educational, Scientific and Cultural Organization. (2020). Towards inclusion in education: Status, trends and challenges. Paris: UNESCO.
  • United Nations Development Programme. (2018). Sürdürülebilir Kalkınma Hedefleri ve Toplam Faktör Verimliliği. Ankara https://www.undp.org/sites/g/files/zskgke326/files/migration/tr/4913bfe74b15f3d651237c352f59d01219104be64a5691654cd04cbe09db066a.pdf
  • United Nations Development Programme. (2024). The 2030 Agenda for Sustainable Development’s 17 Sustainable Development Goals (SDGs). 4th SDG Youth Summer Camp – SDG Resource Document. Seoul, UNDP https://sdgs.un.org/sites/default/files/2020-09/SDG%20Resource%20Document_Targets%20Overview.pdf
  • Waitoller, F. R., & Artiles, A. J. (2013). A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program. Review of Educational Research, 83(3), 319-356. https://doi.org/10.3102/0034654313483905
  • Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. http://dx.doi.org/10.1016/j.tate.2014.12.005
  • Weber, K. E., & Greiner, F. (2019). Development of pre-service teachers’ self-efficacy beliefs and attitudes towards inclusive education through first teaching experiences. Journal of Research in Special Educational Needs, 19(1), 73–84. doi: 10.1111/1471-3802.12479
  • Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 1–19. https://doi.org/10.1016/j.tate.2022.103800 Yalvaç, M. (2024). Okul öncesi öğretmenlerinin kapsayıcı eğitime yönelik öz yeterlik algılarının incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Trakya Üniversitesi, Sosyal Bilimler Enstitüsü, Edirne.
  • Yıldırım Hacıibrahimoğlu, B. (2022). Early childhood pre-service teachers’ self-efficacy in inclusive education: A mixed methods investigation. Issues in Educational Research, 32(3), 1213-1232.
  • Yükseler, S. (2024). Sınıf öğretmenlerinin kapsayıcı eğitim farkındalıkları ile sınıf içi uygulamaları arasındaki ilişkinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü, Antalya.
  • Zhao, M., Ai, J., Zhang, J., & Peng, Y. (2025) The Relationship Among Teachers’ Characteristics, Self-Efficacy and Attitudes towards Inclusive Education Among Chinese Preschool Teachers, International Journal of Disability, Development and Education, 1-16 DOI: 10.1080/1034912X.2025.2465280
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Sosyolojisi
Bölüm Araştırma Makalesi
Yazarlar

Mine Kazancı 0000-0003-0411-4796

Nadir Çeliköz 0000-0003-3826-0070

Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 13 Mayıs 2025
Kabul Tarihi 22 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 3 Sayı: 1

Kaynak Göster

APA Kazancı, M., & Çeliköz, N. (2025). Kapsayıcı Eğitim Araştırmalarında Güncel Eğilimler. ASA Dergisi, 3(1), 72-90. https://doi.org/10.71313/asa.1698202
 Kapak Resmi İndir

                                                                                                                                      30413

                                                                                              ASA DERGİSİ Atıf-GayriTicari 4.0 Uluslararası lisansı ile lisanslanmıştır.