Experiences of Turkish preschool teachers for including children with autism spectrum disorders: Challenges faced and methods used

Inclusion is important for development of social-communication and all skills of children with autism spectrum disorders (ASD) and their participation in social life. In order to carry out a successful inclusion process, preschool teachers have crucial and fundemantal role. The purpose of this quali...

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Bibliographic Details
Published inInternational journal of psychology and educational studies Vol. 7; no. 2; pp. 37 - 49
Main Author Güleç-Aslan, Yeşim
Format Journal Article
LanguageEnglish
Published International Journal of Psychology and Educational Studies 01.05.2020
Subjects
Autism
Barriers
Behavior Problems
Coping
Educational Practices
Foreign Countries
Inclusion
Institutional Characteristics
Interpersonal Competence
Parent Attitudes
Peer Relationship
Pervasive Developmental Disorders
Preschool Children
Preschool Teachers
Student Characteristics
Teacher Attitudes
Teacher Competencies
Teacher Role
Teaching Experience
Teaching Methods
Turkey
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Summary:Inclusion is important for development of social-communication and all skills of children with autism spectrum disorders (ASD) and their participation in social life. In order to carry out a successful inclusion process, preschool teachers have crucial and fundemantal role. The purpose of this qualitative study is to explore the experiences of eight preschool teachers in Turkey. In other words, challenges faced by preschool teachers and methods used were explored. Semi-structured interviews were analyzed via inductive analysis. The findings show that the teachers experience various difficulties and use various methods, though limited, to handle these difficulties. It is expected that this research will shed light on the current practice and inspire advanced research studies. Moreover, it is predicted that research carried out in different cultures can offer cultural perspectives to the international literature.
ISSN:2148-9378
2148-9378
DOI:10.17220/ijpes.2020.02.004