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<p>This study investigates the attitudes, concerns, and perceived self-efficacy of Turkish preschool and primary school teachers regarding inclusive education for children with special needs, situating itself within the social psychology of education. Employing an explanatory sequential mixed-methods design, the research examines how teachers’ social and professional experiences, training in special education, and demographic factors influence their views and practices. Quantitative data from 995 participants reveal that preschool teachers generally demonstrate more positive attitudes toward inclusion than primary school teachers, though both groups express concerns about increased workload and limited resources. The qualitative findings illuminate key social psychological dynamics, including the role of social interaction, cultural attitudes toward disability, and the micropolitics of classroom inclusion. Teachers highlighted the benefits of inclusion for fostering empathy and social cohesion but emphasized challenges related to inadequate infrastructure, overcrowded classrooms, and the varying needs of students with disabilities. These insights align with theories of achievement motivation and role theory, as they underscore the influence of teachers’ perceived preparedness on their ability to manage inclusive classrooms effectively. This research contributes to the discourse on teacher-student relations, the impact of professional training on social learning in schools, and strategies for reducing barriers to inclusive education. The findings suggest that fostering positive intergroup interactions and enhancing teacher training programs are essential for achieving educational equity and advancing pro-social behavior within diverse classroom settings.</p>

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Turkish teachers' views on the inclusion of children with special needs in schools: a mixed-methods study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月27日

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  • Vedat Aktepe,
  • Halime Miray Sümer Dodur

摘要

This study investigates the attitudes, concerns, and perceived self-efficacy of Turkish preschool and primary school teachers regarding inclusive education for children with special needs, situating itself within the social psychology of education. Employing an explanatory sequential mixed-methods design, the research examines how teachers’ social and professional experiences, training in special education, and demographic factors influence their views and practices. Quantitative data from 995 participants reveal that preschool teachers generally demonstrate more positive attitudes toward inclusion than primary school teachers, though both groups express concerns about increased workload and limited resources. The qualitative findings illuminate key social psychological dynamics, including the role of social interaction, cultural attitudes toward disability, and the micropolitics of classroom inclusion. Teachers highlighted the benefits of inclusion for fostering empathy and social cohesion but emphasized challenges related to inadequate infrastructure, overcrowded classrooms, and the varying needs of students with disabilities. These insights align with theories of achievement motivation and role theory, as they underscore the influence of teachers’ perceived preparedness on their ability to manage inclusive classrooms effectively. This research contributes to the discourse on teacher-student relations, the impact of professional training on social learning in schools, and strategies for reducing barriers to inclusive education. The findings suggest that fostering positive intergroup interactions and enhancing teacher training programs are essential for achieving educational equity and advancing pro-social behavior within diverse classroom settings.