ÖĞRETMEN ADAYLARININ ÖZEL EĞİTİME YÖNELİK TUTUMLARININ İNCELENMESİ: KARŞILAŞTIRMALI BİR ARAŞTIRMA

Öz

When the Teacher Training Programs of developed countries were
examined each teacher candidate received at least two different courses
about special education (Frost and Stemp, 1998). However, in Turkey,
many students who are currently educated in universities do not have any
course about special education in terms of their programmes followed which
were developed by the Higher Education Committee (Sari and Saygin,
2001). In addition, the literature suggests that when they have some courses
about special education their attitudes become positive (Villa, 1996).
Therefore the aim of this research is to examine attitudes of the final year
students some of whom have had courses and some of whom have not had
courses about special education duringtheir education in the faculty. The
research also aims to maintain data for other researchers who plan to do
research on this issue. In this research, a survey method was used because
the researchers aim to reach many teacher candidates. The research sample
consisted of 483 students who were selected according to random sampling
system in Selcuk University, Education Faculty. As a research instrument,
‘Special Education Attitude Scale’ developed by Frost and Stemp (1988),
translated by Sari from English toTurkish and developed by Sari,
Bozgeyikli and Ure (2002). The data wereanalysed by using the SPSS 10.
Program. According to the research findings, there are significant
differences between the students’ scores in terms of their feelings about self
sufficiency on teaching children with special educational needs, identifying
their needs, selecting appropriate places to educate them, developing their
programmes, and integrating them in mainstream settings. In addition to
these, there are no differences between the students’ responses in terms of
gender, having handicapped person in their families and having
handicapping conditions on self.