Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools

Abstract

The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018–2019 with a sample of school administrators and guidance teachers working at different Anatolian high schools. The findings of the study indicate that there are serious problems in inclusive education practices at Anatolian high schools, the educational setting needed for students with special education needs cannot be provided and teachers do not have necessary experience in inclusive education.

Principalship Experiences on Inclusive Education: A Systematic Review

“…These directly led to problems with the system of inclusive education schools, such as traditional educational concepts, lack of authority, the insufficient educational culture and setting, students' lack of emotional acceptance, academic and health support, crowded class size, limited professional development, insufficient abilities of school staff and teacher, poor parent/school communication and support and inadequate resources and facilities (Subba et al, 2019). Thus, some students with special needs fill disappointed and leave mainstream schools (Jahnukainen, 2015;Yazicioglu, 2020;Ryan, 2010;Stephenson et al, 2020;Mullick et al, 2012;Poon-McBrayer, 2017;Ira, 2015;Kelly et al, 2014). In addition, sometimes the principals feel lonely from the superiors and decision-makers (Luddeckens et al, 2022).…”

Improving Student Achievement Through Group Guidance Services with Self-Management Techniques

“…the question of how to apply self-management technique group guidance services obtained responses from counseling guidance teachers where self-management technique group guidance services carried out at the Al-Mukhlisin Batubara Islamic boarding school, in the form of services related to the field of personal development and personal problems such as students who have problems with their family problems where this problem is a personal problem that students hope not many people know about. Counseling guidance teachers can explain the principles of guidance and counseling such as the principle of confidentiality so that students can volunteer when carrying out the counseling process so that the counseling process can run smoothly (Supriyanto et al, 2019;Yazicioglu, 2020).…”

Curriculum Development Management at Madrasah Aliyah Negeri

“…Then the principal appoints one of the teachers as the head of the curriculum development implementation team, then the curriculum development team will be assigned to carry out the plans that have been made by the principal. The curriculum development implementation team will later make standard operating procedures that are ratified and approved by the principal (Karim, Kartiko, Daulay, & Kumalasari, 2021;Yazicioglu, 2020).…”