Journal of applied research in intellectual disabilities : JARID · 2026
Understanding Participation in Inclusive Education: Teachers' Perspectives on Children With Intellectual and Developmental Disabilities.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Özata Değerli Medine Nur, Zeynep Uzun Begüm, Abaoğlu Hatice
Аннотация
BACKGROUND: Understanding teachers' perspectives is essential for promoting the meaningful participation of children with intellectual and developmental disabilities in inclusive schools.
METHOD: This qualitative phenomenological study explored primary school teachers' perspectives on the participation of children with intellectual and developmental disabilities in inclusive education. Semi-structured interviews were conducted with 28 primary school teachers working in Türkiye.
RESULTS: Teachers reported that inclusive education, when it supports children's active participation, enhances social skills, strengthens a sense of belonging, and promotes inclusion in the wider community. However, they also identified significant barriers, including overcrowded classrooms, long class periods, negative peer attitudes, and self-stigma. Although teachers expressed a commitment to inclusive practises, many reported insufficient experience, training, and confidence in supporting these children.
CONCLUSIONS: Strengthening pre-service and in-service teacher training, revising curricula, and creating supportive classroom environments are essential for ensuring the meaningful participation of children with intellectual and developmental disabilities in inclusive education.
METHOD: This qualitative phenomenological study explored primary school teachers' perspectives on the participation of children with intellectual and developmental disabilities in inclusive education. Semi-structured interviews were conducted with 28 primary school teachers working in Türkiye.
RESULTS: Teachers reported that inclusive education, when it supports children's active participation, enhances social skills, strengthens a sense of belonging, and promotes inclusion in the wider community. However, they also identified significant barriers, including overcrowded classrooms, long class periods, negative peer attitudes, and self-stigma. Although teachers expressed a commitment to inclusive practises, many reported insufficient experience, training, and confidence in supporting these children.
CONCLUSIONS: Strengthening pre-service and in-service teacher training, revising curricula, and creating supportive classroom environments are essential for ensuring the meaningful participation of children with intellectual and developmental disabilities in inclusive education.