The Analysis of Children's Development Associate Degree Program Students' Attitudes towards Inclusion in Preschool Period in Terms of Different Variables

Abstract

Preschool Education can be defined as an education that contributes to the development of the individual in every aspect and prepares the individual for his/her later stages. One of the main goals of preschool education is to create a common training environment for students from different backgrounds and families. In addition, pre-school education takes place based on some principles. One of the most important of these principles is the creation of educational environments that comply with individual differences and democratic educational philosophy. Students with special needs, just like children with a normal development, can benefit from this education with their peers in the best way possible only with a healthy inclusive education. The realization of a healthy inclusive education can be ensured by the sufficient involvement of all stakeholders who can take part in the inclusive education. This research was carried out to examine the attitudes of pre-school students towards inclusion in terms of different variables. The sample of the study consists of N = 60 students who are studying at Muş Alparslan University Malazgirt Vocational School in the spring term of 2018-2019 academic year. In the study, the "Attitude Scale Against Integration in Preschool Education" developed by Özbaba (2000) and "General Information Form" prepared by the researchers were used to determine the opinions of Child Development Associate Degree Program students about inclusion. Descriptive analysis was preferred in this study and quantitative research design was used. In the research, t-test and one-way anova were used to analyze and analyze the data. As a result of the research; it was concluded that there was no significant relationship between attitudes towards inclusion and gender, age, grade level, whether an individual requiring special education has been observed or not, and whether having received and integrated education or not.

Keywords: Preschool Education, Child Development, Inclusion, Attitude, Individual Requiring Special Education.

Special Issue of Educational Sciences

DOI: 10.7176/JSTR/6-06-08