Inclusive Education Practice

According to an article “The Effect Inclusive Education Practice during Preschool Has on the Peer Relations and Social Skills of 5-6-Year Olds with Typical Development”, authors Hulya Gulay Ogelman and Zarife Secer (2012) state their purpose is “to set forth the effect preschool inclusive education practices have on the peer relations of 5-6 year olds with typical development” (p. 169). The Ogelman and Secer’s hypothesis of this article is if the inclusive education affects students with special educational needs, then it improves students with special educational needs’ social skills and peer relationships. Inclusive education is to help students with special educational needs and students with typical developments to improve their social skills and reduce their problem behaviors. Special educational needs are students who have learning disabilities that need a special help. Typical

One group is 124 students that exercise inclusive education. The second group is 101 students that did not exercise inclusive education. Inclusive education students need to attend inclusive education classes more hour than regular classes. There are three measurement tools for this study to help teachers evaluate and observe inclusive education practices. The Child Behaviour Scale is a measurement tool to evaluate the peer relations of preschool student’s behaviors. The sub-scales use in this study are aggression, prosocial behavior, and asocial behavior. The Peer Victimisation Scale is a measurement tool to evaluate students age between 5 and 6 with four types of peer aggression: physical, indirect, direct, and general. The Social Skills Assessment Scale is describing student’s social skills between 4 and 6 year olds. The sub-scales use in this study are interpersonal skills, anger management skills and adaptation to change, self-control skills, and task completing