摘要：This research aims to examine the development of students who receive inclusive education in schools providing early childhood education. The development of inclusion students, who are educated in the support rooms, and the students participating in the inclusive education, other than the support rooms, have been examined with the quantitative research model. Using the experimental design, one of the designs of the quantitative model, the effect of training in the support rooms on the development of 40 students who participated in the research with pretest-posttest measurements was investigated. The data was collected with the study carried out in the 2017-2018 academic year in the preschool education institutions in Küçükçekmece district within the Ministry of National Education (MoNE). The data were collected from 20 students in the experimental and 20 students in the control groups. The development of the inclusion students participating in the study was monitored with an evaluation form developed by the Guidance Research Center (GRC) experts. One month after the school starting date the levels of development in various fields determined by teachers about the students in the experimental and control groups were used as pretests. The posttest was the educational evaluation form filled by teachers one month before the school ended. The pretest-posttest measurements obtained were analyzed with statistical program. While analyzing the data, related and independent groups t-tests were used. The results of the study were significantly higher for inclusion students who were trained in the support room than inclusion students without support room education in terms of the development of the psychomotor, cognitive, language and self-care skills. There was no significant difference in the social-emotional development dimension between the experimental and control groups.
其他关键词：Instructional methods, development, preschool education, support education room, inclusive education
