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Abstract


COMPETENCE OF SOCIAL SCIENCE TEACHERS IN INCLUSIVE EDUCATION
The aim of this study is to present whether the teachers of social science have adequate information and ability about inclusive education. The target population of this research includes the teachers of social science working in Ankara in 2014-2015 school year, and the sample of this research includes 102 teachers of social science working in Ankara city center (Çankaya, Yenimahalle, Keçiören). Research data are collected with the “Inclusive Education Competence” questionnaire comprised of 29 quantitative questions whose validity and reliability are insured. Analysis of the data, descriptive statistics, t-test for independent samples, one-way anova was used. According to the findings, it is become evident that in inclusive education, social science teachers have adequate information and ability about planning and organizing the teaching process, but they are inadequate in observing and evaluating process and in enabling vocational development. In addition, it is found out that social science teachers support inclusive education; however, they find themselves inadequate in inclusive education.

Keywords
Inclusive education, social science teacher, competence.


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