Preschool Teachers' Views on in-Classroom Transitions in Inclusive Preschool Classrooms

BAKKALOĞLU H., Ergin E.

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, cilt.12, sa.1, ss.41-57, 2020 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 12 Sayı: 1
  • Basım Tarihi: 2020
  • Doi Numarası: 10.20489/intjecse.724950
  • Dergi Adı: INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.41-57
  • Anahtar Kelimeler: Preschool, in-classroom transition, mainstreaming/inclusion, children with special needs, BEHAVIOR, STUDENTS
  • Ankara Üniversitesi Adresli: Evet

Özet

The aim of this research is to examine in-classroom transitions in inclusive preschool classrooms and to identify teachers' needs for in-classroom transitions. The research was conducted based on descriptive analysis in the qualitative research model and it was tied to put forward by the views of preschool teachers about transitions. Data were collected through semi-structured interviews with 15 preschool teachers working in independent kindergartens in different districts of Ankara. For this purpose, the study group was asked open-ended questions about in-classroom transitions and by this way their opinions about transitions were examined in depth. 11 themes were obtained from interviews and the data obtained were analyzed with an inductive approach. The findings were discussed within the framework of the literature.