Inclusive Practices in Education
Inclusive Practices in Education
It is a special education practice in which support services are provided, based on the principle of continuing education and training at all levels, together with the peers of individuals in need of special education.
Inclusion
Inclusion
Inclusion is a necessary practice for students of all types and levels of disability.
Inclusion
Inclusion is the education of the student in need of special education in educational environments where normal students attend (normal kindergarten, normal primary education, etc.).
Inclusion
Inclusive Practices in Education
Full-time inclusionsource
Room assisted fusing
Half-time inclusion
Private class
Special education school
Inclusion
LEGAL REGULATIONS
Inclusion
STATISTICS (Total students: 18.241.881)
Special education Inclusion
Number of Students Number of Students
Pre-school : 4.873 789
Primary school : 159.542 119.307
Middle School : 179.877 142.670
High school : 81.482 55.534
Total : 425.774 318.350
(%74)
Seventy-four percent of students with special education needs continue their education through integration. Educational expenses of these students are covered from the general budget.
Inclusion
Support Education Budget
(2021)
Disabled people in special education schools and rehabilitation
centersThe portion of the support training provided from the
budget,
monthly for individual training 862 lira (kişi başı)
monthly for group training 241 lira (kişi başı)
Total number of students : 388.282
Inclusion
Population and Employment
In accordance with the Labor Law; employers, fifty or more workers 4% of disabled people in the public workplaces they employare responsible for running.
Proportion of population with at least one disability (age 3 and above) 6.9% (4,876,000 people).
One of the most important support mechanisms for disabled citizensIn the last 19 years, significant developments have been recorded in the field of employment.As of April 2021, the number of people employed as civil servants increased to 60432.
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