Instructional variables of inclusive elementary classrooms in Turkey

Basit Öğe Kaydı
dc.authorid0000-0002-3081-4457en_US
dc.authorid0000-0002-8733-9765
dc.authorid0000-0003-3530-9588
dc.contributor.authorSucuoğlu, Nimet Bülbin
dc.contributor.authorAkalın, Selma
dc.contributor.authorPınar, Elif Sazak
dc.date.accessioned2021-06-23T19:42:24Z
dc.date.available2021-06-23T19:42:24Z
dc.date.issued2015
dc.departmentBAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractThe purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who were placed in regular classrooms and their teachers. The Turkish version of the Code for Instructional Structure and Student Academic Response-Mainstream Version (MS-CISSAR) was used for data collection which was based on a momentary time-sampling. The results of molar analysis indicated that the student behaviors displayed the most were no academic response, no task management, and no competing response. Attention and academic talk were found to be the teacher behaviors displayed the most during instruction. In addition, ecological analysis showed that some student behaviors such as no academic response, no task management, writing, and self-stimulation were not affected by instructional grouping while the attention behaviors of the students were found to be affected by no instruction, no task, no activity, and paper-pen activity conditions. On the other hand, the writing behaviors of the students increased in math and decreased in the discussion condition. All the findings were discussed based on the Turkish inclusion system along with the difficulties to be encountered by students and teachers during mainstreaming implementation.en_US
dc.identifier.endpage110en_US
dc.identifier.issn0827-3383
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-84949959719en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage90en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8477
dc.identifier.urihttps://www.webofscience.com/wos/woscc/full-record/WOS:000377702000008
dc.identifier.volume30en_US
dc.identifier.wosWOS:000377702000008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorPınar, Elif Sazak
dc.language.isoenen_US
dc.publisherInt Journal Special Educationen_US
dc.relation.ispartofInternational Journal Of Special Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectDisabled Studenten_US
dc.subjectInclusive Elementary Classrooms
dc.subjectInstructional Variables
dc.titleInstructional variables of inclusive elementary classrooms in Turkeyen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
nimet-bulbin-sucuoglu.pdf
Boyut:
388.42 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin/Full Text
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
Özel Eğitim Bölümü Koleksiyonu