Search

The purpose of this study was to describe the current state of early literacy-rich settings of inclusive preschool classrooms where inclusive practices are implemented. In order to build the scale (measurement instrument), first, an item pool was created, expert input was solicited, and a pilot form of the scale was created, all in accordance with the study’s objectives. Following that, data were collected from 311 teachers employed in 55 kindergartens to undertake validity and reliability analyses of the measurement instrument and to construct its final form. The study began with an examination of the validity and reliability of the Preschool Early Literacy Settings Evaluation Scale (PELSES). Exploratory factor analysis was conducted to determine the scale’s factor structure, yielding a 27-item 5-factor PELSES with eigenvalues ranging from 1.43 to 9.27. Second, the state of the early literacy-rich settings of preschool classroom environments was described by determining mean scores and the classroom environments these scores represented. According to the findings, 17.4% of the preschool classrooms in the study were classified as inadequate, 30.2% as incomplete, 35.4% as average, and 17% as good classroom environments. Finally, which demographic characteristics make a difference in early literacy settings in inclusive preschool classrooms were investigated. [ABSTRACT FROM AUTHOR]

The aim of this research is to reveal the awareness of teachers working in inclusion environments and their use of educational technology. Specifically, in this mixed methods study, a needs analysis was conducted to determine the knowledge levels of teachers about inclusive education, their awareness and use of educational technologies, and what kind of support they need. Data were collected through a questionnaire with 133 teachers and focus group discussions with 5 groups of 30 teachers. Based on the analysis of quantitative data using descriptive analysis and qualitative data employing the constant comparison method, the findings showed that teachers' knowledge of special education needs (SEN) students is insufficient and they need support at this point. In addition, the qualitative data analysis unveiled social, academic, and environmental positive outputs of inclusive education alongside the identification of the psychological, academic, and environmental challenges of inclusive education. The findings are expected to benefit the literature, the field of inclusive education, and policymakers. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)