Getting Ready for Inclusion through Adaptation Activities

Abstract

Pre-school education program was renewed in 2013 in Turkey. According to new program, teachers are required to adapt their activities for children with special needs, while preparing their activity plans. Therefore, new plans have additional sections for inclusion named as adaptation. This study aimed to investigate senior pre-service teachers lesson plans prepared for a practicum course. Data set consisted of 205 activity plans prepared by 65 senior pre-service teachers. To analyze data, content analysis approach was utilized, as it typically focuses on written documents or transcription of recorded verbal communications. Three pre-determined categories were used to examine the lesson plans: adaptation of activities, adaptation ofphysical arrangement in class, and adaptation of techniques and strategies for inclusion. Findings of the present study showed that hearing impairment is the mostly used special need while pre-service teachers organize their adaptation section. However, participating teachers barely adapted their activities for children with learning difficulties, speech and language disorder, emotional and behavioral disorder, and autism.