Akademik Veri Yönetim Sistemi
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.17, sa.2, ss.141-162, 2016 (ESCI)
Preschool inclusion is seen as the best practice for children with special needs (SN) by experts and teachers. However there are limited number of studies in which behaviors of teachers working in preschool inclusive classrooms and behaviors of their students with SN are observed. The purpose of this study was to examine the behaviors of teachers working in preschool inclusive classrooms and behaviors of their students with SN or children who are risk group (RG). This is a descriptive research study in which behaviors of seventeen preschool teachers and their students with SN or RG from one public preschool in Ankara, Turkey, were video recorded during thirty minute table-top activities (TTA) and thirty minute free play (FP). Video records were analyzed using observation forms developed. Analyses of the observations revealed that teachers were interacting more or less at the same rate with children with SN or RG in TTA and FP, positive behaviors directed at children with SN or RG were almost the same during both activities, and teachers' negative behaviors were very few. Children with SN or RG were interacting with their peers more during FP than TTA, positive interactions with peers and teachers were a little more in FP than TTA. Negative interactions with peers and teachers were almost same in both activities. Moreover problem behaviors were almost same for both activities, and children with SN and RG engaged in on-task behaviors almost half of the TTA. Results are discussed in the framework of the current literature.