The aim of this study is to reveal the numerical trends and developments between 2014-2019 in the field of special education and inclusion in Turkey.
The aim of this study is to reveal the numerical trends and developments between 2014-2019 in the field of special education and inclusion in Turkey.
In this context, firstly, the special education data obtained from the Ministry of National Education were analyzed descriptively in terms of the number of students in special education and integration.
Afterwards, statistical trends and developments in inclusive education for preschool, primary, secondary and high school levels were analyzed descriptively in terms of gender and disability types.
Findings
The results show that as the number of students with special needs in the formal education system increases, the number of students with special needs placed in the inclusive environment also increases. This increase supports both the idea that students with special needs become more visible in general education schools and the principle of least restrictive educational environment. The results show that the number of students especially with attention deficit hyperactivity disorder and emotional and behavioral disorder has increased rapidly. In addition, the very low rate of enrollment in preschool and high school is another finding obtained from the study. When the distribution of students analyzed according to different special needs areas, it is seen that the placement rate of students diagnosed with autism spectrum disorder in integration environments is very low. Based on the findings of the study, it is recommended to prepare evidence based intervention programs for students in need of special education and to focus on improving the quality of effective transition plans and inclusive practices.
Keywords
Integration, inclusion, special education, special education statistics
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