Examining Classroom Management Textbooks Published in Turkey in terms of Addressing Individuals with Disabilities

Abstract

In this study, 19 classroom management textbooks published in Turkey were examined with respect to their way of addressing people with disabilities. Content analysis was utilized in the study for organizing and interpreting data based on similar concepts and themes. 19 classroom management textbooks from different authors, which are used in universities for classroom management courses, were analyzed in terms of: (a) whether the existence of individuals with disabilities in general classrooms are considered in the content;
(b) whether there is a separate chapter prepared on individuals with disabilities, (c) the title of the chapter in which individuals with disabilities are mentioned; and (d) whether they focus on deficiencies/problems of individuals with disabilities, or educational methods that can be utilized in their education. Results indicated that among the 19 classroom management textbooks, there is a separate chapter only in 5 of the textbooks. Furthermore, individuals with disabilities are never mentioned in 6 of the textbooks, only 1 book indicates deficiencies of people with disabilities, and in 4 textbooks, individuals with disabilities are mentioned under chapters with titles like “the reason of undesirable behaviours,” or “the reason of problem behaviours.”