INVESTIGATION OF TEACHER QUALIFICATIONS OF PRESCHOOL TEACHERS FOR INCLUSIVE EDUCATION

Abstract

Preschool education is considered a vital period for children's development. In this process, the development of children especially in need of inclusive education is of great importance. Inclusion, which is defined as the education of individuals with special needs in the same classroom environment with their normally developing peers, has become more accepted in recent years. The successful development process of these children is directly related to their access to necessary special education services in the early period. Bringing children with special needs together with normally developing children and taking them into inclusive education and their successful progress in this process depends on the opinions and attitudes of the teachers. In this research, inclusive practices in the preschool period were comparatively evaluated and the competence and importance of teachers in this regard were emphasized.