Özet:

The aim of the study is to examine the inclusive education elements of the Ministry of National Education (MEB) Inclusive Early Childhood Education Project storybooks. This research, conducted using qualitative research methods and document analysis, includes a sample group of 38 storybooks prepared within the scope of the MEB Inclusive Early Childhood Education Project. An illustrated book review form, created to identify inclusive education elements, was used as a data collection tool in the research. The findings of the study reveal that more than half of the storybooks address characters with special needs, with the highest representation of characters with orthopedic disabilities and attention deficit hyperactivity disorders, while characters with intellectual disabilities and behavioral disorders are represented the least. The study also found that there are no elements addressing gender inequality and that the storybooks are suitable for children's development. However, in terms of inclusive and universal design elements, the illustrations are found to be inadequate in representing diverse racial characteristics and multicultural elements. Furthermore, the emphasis on the equality of all children is not sufficiently addressed in the text and visual content. Based on the results, recommendations are provided following a discussion in line with the existing literature.

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