To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye?
European Journal of Special Needs Education, Aug 27, 2023
This study examines how distance learning, which took place during COVID-19 restrictions, influen... more This study examines how distance learning, which took place during COVID-19 restrictions, influenced the attitudes of primary education trainee teachers in Türkiye and England towards inclusive education for students with special educational needs and disabilities. In total, 136 Turkish, and 25 English primary trainee teachers completed the TAIS survey, and a further, 14 Turkish and two English trainees, participated in semi-structured and scenario-based interviews. The quantitative data showed that both countries' trainees' attitudes level were high, but English trainees` attitude were more positive than the Turkish trainees. However, the qualitative data indicated that the absence of direct, practical experience was a major concern, and most felt the need to gain direct experience starting from their first year of teaching about inclusive teaching practices.
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Papers by Oğuzhan Hazir
Key points
Teachers' expertise in inclusive education can be largely influenced by their initial teacher training experience, therefore understanding teacher educator's knowledge and attitudes toward inclusive education is important.
In Türkiye, although there has been a policy drive toward inclusive education, the ability of teachers to implement this has been shown to be limited.
During initial teacher education, trainee teachers' engagement with inclusive education appears hampered by institutional absence, habit, and lack of meaningful contact.
Inclusive education appears to be an absent curriculum, and unless steps are taken to address this, the potential of inclusive education will remain underdeveloped.