Thinking Change Inclusively: Views of Educational Administrators on Inclusive Education as a Reform Initiative

dc.contributor.authorSakız, Halis
dc.date.accessioned2019-05-15T09:38:26Z
dc.date.available2019-05-15T09:38:26Z
dc.date.issued2016-02-21
dc.departmentMAÜ, Fakülteler, Edebiyat Fakültesi, Psikoloji Bölümüen_US
dc.description.abstractThis paper is an attempt to delve into the debate about educational change and evaluate this concept around the paradigms introduced by inclusive education. The paper embarks on views of 27 educational administrators working in different educational institutions in Turkey. Participants are asked to provide their views on educational change and the role which the movement of inclusive education in Turkey can play within this context. Several key themes emerged out of the interview survey: (a) participants had various conceptualizations of educational change; (b) inclusive education was conceived as an opportunity (though difficult to implement) to realize educational change towards educational improvement; and (c) the current competitive and centralized system left little space to utilize inclusive education to catalyze positive educational change. Findings are discussed in relation to relevant literature and suggest that future educational reforms oriented with principles of inclusive education can lead to constructive educational change.en_US
dc.identifier.issn2324-805X
dc.identifier.urihttps://hdl.handle.net/20.500.12514/386
dc.language.isoenen_US
dc.publisherJournal of Education and Training Studiesen_US
dc.relation.publicationcategoryKategorisiz
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjecteducational change, inclusive education, reform, Turkeyen_US
dc.titleThinking Change Inclusively: Views of Educational Administrators on Inclusive Education as a Reform Initiativeen_US
dc.typeArticleen_US

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