INTEGRATION APPLICATIONS and TEACHER SELF-QUALIFICATION ABOUT INTEGRATION APPLICATIONS

Abstract

In this research, our purpose is to ascertain how adequate sufficient the class teachers feel themselves about integration applications in our country. Among quantitative research methods we used the ‘Scanning Method’. The universe of the research is composed of class teachers from Eskişehir city Odunpazarı district. Forthis research five schools are selected with random sample method; these schools are (1. Hava İkmal Bakım Merkezi Primary School, Yıldırm Beyazıt Primary School, 24 Kasım Primary School), 20 class teachers from these schools form the sample of this research. According to the results of the research, class teachers find themselves mostly ‘adequate’ and ‘quite adequate’ about integration applications matter. The integration applications of class teachers do not have a meaningful difference according to variables such as age, sex, the school being graduated from or length of actual service. But it is stated / revealed that this integration applications matter of class teachers have a meaningful difference in variables such as taking integration lessons, being in interaction with a special education student and having a special education student in his/her own class during undergrade education or/and upper grade education processes. This research/investigation shows that integration education is being developed/improved together with world itself and that these developments/improvements have a positive effect on applications. The integration lessons given in universities’ education faculties will rise the rate of integration applications success for education faculties students. And for actual teachers, in-service seminars and application activities will be necessary and enough to increase the success of integration.