Dyslexia and the Brain: Understanding the Neuroscience of Dyslexia
Tuncay, Ayşegül Avşar
Learning can be characterized as altering and strengthening neural connections and networks in the brain. Cognitive neuroscience provides us with a large literature related to the structures and functions of the brain. As our knowledge of neuropsychology and learning increases, so does the opportunity to pattern more successful educational practices. However, taking advantage of these scientific developments requires integrating understanding from many fields, from sociology, psychology, developmental and learning sciences, and linking them to knowledge of emerging successful approaches in education. In addition, the brain's incredible ability to change and adapt (neuroplasticity), that is, the real physiological adaptation ability that occurs in the brain when it interacts with the enviro...
Pre-service teachers' sentiments, attitudes and concerns about inclusive education in Turkey
Tuncay, Ayşegül Avşar
This investigation focused on pre-service teachers’ sentiments, attitudes, and concerns regarding inclusive practices in Turkey. A total of 406 students from different departments of a university school of education participated in this study. The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) scale was used as a data collection tool to measure pre-service teachers’ engagement with and perceptions of inclusion and assess the rationales underlying their beliefs about and support for the practice. The findings indicated that there is a significant difference in terms of pre-service teachers’ attitudes, concerns, and sentiments regarding inclusion among departments and according to respondents’ levels of confidence in teaching students with disabilities. The pr...
A study of perceptions as expressed through metaphors: what do preschool teachers think about their inclusive students?
Tuncay, Ayşegül Avşar
Inclusive education is an approach intended to reduce marginalisation of students with diverse needs and encourage them to participate in community life. But the truth is that teachers’ attitudes towards inclusive practices and inclusive students have a tremendous impact on the success of inclusive education. In this study, 126 preschool teachers’ metaphorical expressions of their perceptions of their inclusive students were collected via a semi-structured questionnaire, in which they completed the open-ended statement: ‘My student in the inclusive classroom is like …. because … ’. Teachers described their inclusive students with 51 valid metaphors such as flowers, caterpillars, babies, rainbows, play dough, amusement parks, and gifts. Analysis of the metaphors resulted in seven categories...