A Systematic Review of Graduate Studies on Educational Inclusion in Türkiye

Authors : Elif Iliman Püsküllüoğlu
Pages : 1419-1466
Doi:10.37669/milliegitim.1586204
View : 169 | Download : 169
Publication Date : 2025-08-01
Article Type : Research Paper
Abstract :This study aimed to investigate graduate research on educational inclusion in Türkiye. The study was a systematic review. The review included 100 graduate theses from the Council of Higher Education of Türkiye (YÖK) National Thesis Center using the keywords \\\"inclusion\\\" and “inclusive education”. The studies were examined by type, methodology, year, sample/study group, the city data collected, disciplines, subject, and the results they produced. The research showed that most educational inclusion studies were at the master\\\'s level. Nearly half of the assessed research was done within two years. Turkish educational inclusion research was mostly qualitative. In graduate research on educational inclusion, teachers\\\' viewpoints dominated sampling and study groups, and Istanbul was the city from which the most data collected for the graduate thesis. Inclusion in education was particularly explored in educational administration, elementary education, and curriculum and instruction. Teacher attitudes dominated graduate research on educational inclusion, although refugee and special needs education were also important. From the results of postgraduate theses on inclusion in education, it was understood that although there was awareness and good practices in the Turkish education system, there were problems both in legislation and practice and still much work to be done with the participation of all stakeholders. Given the research findings and the importance of inclusion in education, undergraduate and graduate knowledge production should cover inclusion more, especially in teacher training programs. This approach establishes the groundwork for an inclusive society in which educators, administrators, scholars, and policymakers collaborate, ensuring that all persons may access educational opportunities tailored to their needs.
Keywords : eğitim politikaları, herkes için eğitim, kapsayıcı eğitim

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