The teacher is the person who guides the students in order to provide learning. When the applications related to the students with special education needs are examined in our country, it is seen that the number of these students increased gradually in the classrooms in 1983. Inclusion practices and research have a serious importance in the world, but have also become widespread in our country in recent years. In our country, teachers, school management, parents and related institutions have realized the importance of the successful implementation of inclusion practices in schools. The aim of the study was to reveal the self-efficacy of pre-school teachers regarding the mainstreaming education. In this research, descriptive research methods are used. The universe of the research consists of pre-school teachers who work in schools in Küçükçekmece, İstanbul. The sample of the study consisted of 250 teachers who were determined by random sampling method.In the research, inclusion education questionnaire were used as data collection tool. At the end of the research, education levels of preschool teachers; To know the methods and techniques used in preschool education of preschool teachers. According to the situation of pre-school teachers in the classroom, the competencies of the pre-school teachers to know and use the methods and techniques applied in the mainstreaming education do not differ. Number of mainstreaming students in the classroom; It influences the competence of learning and teaching process of preschool teachers, competence of communication skills, competence of family participation, planning competence, competence of organizing learning environments and classroom management competence.
Preschool, Inclusion, Inclusive Education
|Author :||Emine YAMAN|
|Number of pages:||227-248|