Preschool Inclusion Quality: Context and Assessment

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Atıf İçin Kopyala

Yılmaz B., Karasu N.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.19, ss.181-198, 2018 (ESCI)

• Yayın Türü: Makale / Derleme
• Cilt numarası: 19
• Basım Tarihi: 2018
• Doi Numarası: 10.21565/ozelegitimdergisi.279652
• Dergi Adı: ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
• Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), TR DİZİN (ULAKBİM)
• Sayfa Sayıları: ss.181-198
• Anahtar Kelimeler: Inclusion, preschool inclusion, quality, assessment of quality, DEVELOPMENTAL OUTCOMES, LANGUAGE-DEVELOPMENT, CHILD-CARE, CLASSROOMS, DISABILITIES, EDUCATION, SETTINGS, PROGRAMS, INFANT
• Gazi Üniversitesi Adresli: Evet

Özet

There are several questions about the definition of inclusion, legal and educational requirements for inclusion, features of inclusive settings, and families' and teachers' current states in inclusive education framework in Turkey. In this respect, quality of inclusion may affect lots of dimensions about inclusion. Quality of preschool inclusion is important in terms of implementation and effectiveness of practices, as well as services delivery. In recent years, literature has been focused on "how" to deal with inclusion and how to make it qualified rather than the meaning of inclusion. Preschool inclusion quality, characteristics of high-quality inclusion programs and evaluation of quality issues are discussed in this article.