Abstract:

This study aims to comparatively examine the early literacy knowledge levels of teachers working with children with and without special needs in preschool education in terms of various variables. A total of 377 teachers who work in the central districts of Ankara province participated in the research. An information form was developed to get teachers’ demographic information and an Early Literacy Information Test (ELIT) was developed to determine their early literacy knowledge level. The developed knowledge test was applied to all teachers participating in the study. The ELIT scores of the teachers were examined comparatively in terms of whether or not working/ with special needs, age, years of service, and whether they received education on early literacy. When the results were examined, the ELIT scores of the teachers differed significantly only according to the age variable, but there was no significant difference in the other variables. The results got in the discussion part of the study are discussed based on the relevant literature.

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