Browsing by Author "Parlak-Rakap, Asiye"

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Effectiveness of Embedded Instruction in Early Childhood Special Education: a Literature Review
(Routledge Journals, Taylor & Francis Ltd, 2011) Rakap, Salih; Parlak-Rakap, Asiye
Empirical literature acknowledges the importance and benefits of inclusive education. However, cautions have been noted in the literature with respect to providing children with disabilities with appropriate opportunities to learn new skills in inclusive settings. One approach that has been used in early childhood special education to provide instruction for young children with disabilities is called embedded instruction. The purpose of this literature review was to evaluate the effectiveness of embedded instruction for young children with special needs. The examination of findings revealed that embedded instruction is an effective practice to teach a range of skills to children with various developmental delays and disabilities in inclusive preschool classrooms. Moreover, children who learn new skills through embedded instruction generalise these skills across people, setting, activities, and materials and maintain these skills over time. RESUME: La litterature empirique reconnait l'importance et les benefices de l'education inclusive. Des conditions ont toutefois ete notees, dans la litterature, en vue de procurer aux enfants presentant un handicap des occasions appropriees de faire de nouvelles acquisitions dans un environnement inclusif. Une des approches utilisee dans l'education speciale precoce pour favoriser l'instruction des jeunes enfants presentant un handicap est appelee l'instruction integree. Le but de cette revue de litterature etait d'evaluer l'efficacite de l'instruction integree pour ces enfants. L'analyse des resultats revele que l'instruction integree est une pratique efficace quant a l'acquisition d'une gamme d'aptitudes par des enfants ayant des retards varies de developpement et des deficiences, dans les classes prescolaires inclusives. De plus, les enfants qui ont fait de nouvelles acquisitions, grace a cette instruction integree, generalisent leurs acquis aupres de personnes, lieux, activites et objets divers, et conservent ces capacites dans le temps. ZUSAMMENFASSUNG: Wichtigkeit und Vorteile inklusiver Erziehung sind in der empirischen Literatur anerkannt. In der Literatur wird jedoch Zuruckhaltung festgestellt, wenn es darum geht Kindern mit Behinderungen angemessene Gelegenheiten zum Erlernen neuer Fertigkeiten zu bieten. Eingebettete Anleitung ist ein sonderpadagogischer Ansatz der in der Arbeit mit jungen Kindern genutzt wird. Zweck der vorliegenden Literaturstudie ist die Evaluierung der Effektivitat eingebetteter Anleitung fur junge Kinder mit besonderen Bedurfnissen. Die Ergebnisse zeigen, dass eingebettete Anleitung tatsachlich ein effektiver Ansatz ist um Kindern mit verschiedenen Entwicklungsverzogerungen und Behinderungen den Erwerb diverser Fertigkeiten zu ermoglichen. Kinder, die durch eingebettete Anleitung neue Fertigkeiten erwerben, ubertragen diese auf andere Personen, Umgebungen, Aktivitaten und Materialien; sie erhalten die Fertigkeiten uber langere Zeit. RESUMEN: La literatura empirica reconoce la importancia y los beneficios de la educacion integrada. En todo caso, se nota cierta precaucion en la literatura, en cuanto a las oportunidades apropiadas para adquirir nuevas habilidades que los medios integrados le dan a ninos con discapacidades. Un metodo usado en la educacion especial para ninos pequenos con discapacidades es la llamada instruccion incorporada. El objetivo de este estudio bibliografico es evaluar la efectividad de la instruccion incorporada para ninos pequenos con discapacidades. Los resultados revelan que la instruccion incorporada es una practica efectiva en la pre escuelaintegrada, para ensenar una serie de habilidades a ninos con problemas de desarrollo y discapacidades. Ademas ninos que han aprendido nuevas habilidades por medio de la instruccion incorporada, generalisan esas habilidades a otras actividades, materiales y ambientes, manteniendolas a traves del tiempo.
Investigation and Comparison of Turkish and American Preschool Teacher Candidates' Attitudes Towards Inclusion of Young Children With Disabilities
(Routledge Journals, Taylor & Francis Ltd, 2016) Rakap, Salih; Parlak-Rakap, Asiye; Aydin, Burak
Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers' attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers' attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed.
Preparing Preschool Teacher Candidates for Inclusion: Impact of Two Special Education Courses on Their Perspectives
(Wiley, 2017) Rakap, Salih; Cig, Oguzcan; Parlak-Rakap, Asiye
Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre-service stage might influence their perceptions towards children with disabilities and their inclusion. The purpose of this study was to examine the impact of two special education courses on (1) preschool teacher candidates' general attitudes towards inclusion, (2) their willingness to work with children with significant intellectual, physical and behavioural disabilities within inclusive classroom settings and (3) their level of comfort in interacting with children with disabilities. A four-part survey was administered to participants four times throughout the study, once before and after each course. The survey package included (1) a demographic information form, (2) the Opinions Relative to the Inclusion of Students with Disabilities Scale, (3) an adapted version of the Teachers' Willingness to Work with Children with Severe Disabilities Scale and (4) the Interaction with Children with a Disability Scale. The results showed that both special education courses positively influenced teacher candidates' attitudes, willingness and comfort levels. However, impact of the second course focused on helping teacher candidates learn and apply instructional strategies to work with children with disabilities in inclusive classrooms was much larger. Implications of the study findings in relation to future research and practice are discussed.
An Analysis of Turkish Pre-Service Teachers' Knowledge of Autism Spectrum Disorder: Implications for Teacher Preparation Programs
(Sage Publications inc, 2016) Rakap, Salih; Balikci, Serife; Parlak-Rakap, Asiye; Kalkan, Sinan
The purpose of the present study was to investigate knowledge of autism among teacher candidates who are likely to have the initial contact with children with autism within public school system in Turkey. Five hundred and four senior pre-service teachers who were enrolled in four different teacher education programs participated in the study. Data were collected using a survey package at the end of spring semester during the last year of college. Results indicated that pre-service teachers across programs had limited knowledge of autism and its characteristics. Findings of the present study call for the development of pre- and in-service training programs for teachers of children with autism. Further implications of findings for future research and practice are discussed.