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Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey

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    Rights statement: “This is an Accepted Manuscript of an article published by Taylor & Francis in Disability & Society on 29/01/2019, available online: https://www.tandfonline.com/doi/full/10.1080/09687599.2018.1561355

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https://www.tandfonline.com/doi/abs/10.1080/09687599.2018.1561355
Original languageEnglish
Pages (from-to)629-656
Number of pages40
JournalDisability and Society
Volume34
Issue number4
Early online date29 Jan 2019
DOIs
Publication statusPublished - 21 Apr 2019

Abstract

There is a scarcity of research on inclusion of visually impaired children in Turkey. Specifically, a gap exists concerning the attitudes of elementary school teachers towards the inclusion of visually impaired children in mainstream schools. This paper uses data from two questionnaires, leveraging the responses of 253 teachers from rural and urban areas. The results demonstrate that elementary school teachers commonly hold positive attitudes towards the inclusion of visually impaired children and that teachers’ initial and in-service training about inclusion positively influenced their attitudes. Our findings are in contrast with earlier research which argues teachers do not hold positive attitudes to inclusion, and highlights that a key barrier to inclusion stems from elementary school teachers feeling unprepared to teach visually impaired children. We conclude that greater post-qualification training is required to enable teachers to operationalize different approaches that facilitate the inclusion of visually impaired children.

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