Universal Journal of Educational Research Vol. 4(9), pp. 2134 - 2143
DOI: 10.13189/ujer.2016.040926
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Special Education Practice at Elementary Level in European Union Countries and Turkey


Pelin Pistav Akmese 1,*, Nilay Kayhan 2
1 Faculty of Education, Department of Special Education, Ege University, Turkey
2 Faculty of Education, Department of Special Education, Hasan Kalyoncu University, Turkey

ABSTRACT

An individual's development and education process that starts in the family environment continues in the educational institutions. The primary school education period, which is the basis for the children's future achievements, should include regulations based on the equality of opportunity and access to education. The aim of this study is to examine in a comparative manner the school starting age of students with special requirements in Turkey and European Union countries and educational model applied, supports provided to students and classroom teachers, and the variables relating to other personnel. This study is a descriptive study aiming at determining the existing circumstances. In most of the EU countries integration, inclusion and separate training model for children with special educational requirements are applied together and as a whole in the primary school age. In addition, in the countries in which the integration and inclusion implementations are applied densely, families are provided with family training, health, financial and transportation supports together with support to academic skills for school teachers, and guidance and training service for families in terms of behavioral management.

KEYWORDS
Elementary Education, Special Education, Elementary School, Elementary Institutions

Cite this paper
Pelin Pistav Akmese , Nilay Kayhan . "Special Education Practice at Elementary Level in European Union Countries and Turkey." Universal Journal of Educational Research 4.9 (2016) 2134 - 2143. doi: 10.13189/ujer.2016.040926.