Examination of in-classroom transitions in inclusive preschool classrooms

Ergin E., BAKKALOĞLU H.

EARLY CHILD DEVELOPMENT AND CARE, cilt.189, sa.5, ss.820-834, 2019 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 189 Sayı: 5
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1080/03004430.2017.1345891
  • Dergi Adı: EARLY CHILD DEVELOPMENT AND CARE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.820-834
  • Anahtar Kelimeler: In-classroom transition, transition strategies, preschool, inclusion, mainstreaming, children with special needs, children without special needs, ACTIVITY SCHEDULES, CHILDREN, AUTISM, STUDENTS, TEACHERS, BEHAVIORS, 1ST-GRADE, KNOWLEDGE, SKILLS, PEERS
  • Ankara Üniversitesi Adresli: Evet

Özet

In this study, in-classroom transitions in inclusive preschools in Turkey were examined. The study, which was conducted with the descriptive model, was carried out with 30 preschool teachers and 30 children with special needs (CWSN) and 30 children without special needs from these teachers' classes. In order to collect data, Information Form and Classroom Transitions of Preschools Observation Form were developed. Analyses from structured observations indicated that the teachers used different types of transition strategies but did not use most of the transition strategies which were suggested to be used in literature, and they spent 35.09% of two-hour school time for transitions. Statistically significant differences were found in the frequency of prompts teachers provide and in the frequency of problem behaviours displayed. Besides, the analysis revealed that children's use of time to complete transitions did not differ significantly.