Evaluation of Physical Education Teacher Candidate Views Towards Inclusive Education Approach
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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 02 December 2018

Evaluation of Physical Education Teacher Candidate Views Towards Inclusive Education Approach

Nalan Aksakal

Eskisehir Technical Universty, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.01.01.20

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Abstract

The aim of this study is to evaluate the views of physical education teacher candidates regarding inclusive education. 119 students participated from Anadolu University and Sakarya University in this work in which a descriptive survey model is used. Inclusive Education Survey was used to obtain the data. Results show that there is no statistically significant difference between mean values of the views' sub-dimensions in accordance with "university," "age," "marital status," "person with disabilities in the family," "special education" and "inclusive education" parameters. However, a statistically significant difference between "recognition and application ability of the principles of inclusive education" in relation to the "gender" parameter is observed. There is also a statistically significant difference between "recognition and adequacy in the usability of the methods and techniques used in inclusive education" with respect to "participation in lectures, courses, seminars, etc. related to inclusive education" parameter. In conclusion, although inclusive education is accepted both in legal, practical levels in Turkey, it is obvious that there are no lectures regarding inclusive education when existing physical education and sports teaching undergraduate programs are investigated. Application dimension must also be included along with the theoretical knowledge so that inclusive education meets its objective.

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