Teachers' social acceptance levels and their views on students with special needs

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dc.contributor.authorGonen, Akin
dc.contributor.authorAbdulbaki Karaca, Muhammed
dc.contributor.authorDogmaz Tunali, Sila
dc.contributor.authorAkay, Tarik
dc.date.accessioned2026-04-04T13:33:33Z
dc.date.available2026-04-04T13:33:33Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractThis study aims to determine teachers' levels of social acceptance towards students with special needs and their views on integrating these students into inclusive education. The study was conducted using a simultaneous mixed-methods approach, combining qualitative and quantitative methods. For the quantitative aspect of the research, data were collected from 183 teachers working in general education institutions through the Teacher Social Acceptance Scale for Individuals with Special Needs developed by (Aktan, O. 2021. Development of a Social Acceptance Scale for Teachers Working with Individuals with Special Needs, Validity and Reliability Study. Trakya Education Journal 11 (1): 315-332. https://doi.org/10.24315/tred.712982). The data were analyzed using statistical software and examined in relation to various variables. The study collected qualitative data from 75 teachers in general education institutions using a semi-structured interview form. The data were analyzed using content analysis software. The quantitative analysis revealed significant differences between the social acceptance levels of teachers and various variables. As a result of the qualitative analysis, six main themes emerged: social acceptance and integration, self-confidence and personal development, equal opportunity in education, improvement of learning environments, use of educational technology, and teacher education and development. In particular, it is recommended to implement targeted professional development programs designed to strengthen teachers' social acceptance of students with special needs, thereby fostering more inclusive school environments.
dc.identifier.doi10.1080/13603116.2025.2596257
dc.identifier.issn1360-3116
dc.identifier.issn1464-5173
dc.identifier.orcid0000-0001-8040-8409
dc.identifier.orcid0000-0002-4192-6307
dc.identifier.orcid0000-0003-1346-8975
dc.identifier.scopus2-s2.0-105023893968
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/13603116.2025.2596257
dc.identifier.urihttps://hdl.handle.net/11616/109240
dc.identifier.wosWOS:001629978100001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofInternational Journal of Inclusive Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250329
dc.subjectSocial acceptance
dc.subjectintegration
dc.subjectteacher
dc.subjectindividual with special needs
dc.titleTeachers' social acceptance levels and their views on students with special needs
dc.typeArticle

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