Özet:

With its most common definition, disability is explained as deficiencies of various degrees in the physical, mental, spiritual, sensory and social abilities of individuals. Interaction with persons with disabilities and information on disability are decisive in the formation and change of attitudes towards disability in societies. In this study, curricula, which have an important role in informing about disability in schools, are discussed in terms of disability. In the study, which is an example of a case study, the curricula were examined comparatively by using the document analysis technique. According to the results obtained in this study, it was determined that disability was addressed within the framework of individual differences jointly through disability-related attainments in the Life Science and Social Studies Education Curricula of Turkey; however, in TLSC disability was only aimed to be recognized based on physical characteristics and differences; in TSSC, disability was handled together with individual differences. Similarly, in Singapore, Hong-Kong and Ireland curricula, disability was associated with physical and personal characteristics. It was determined that there is an understanding of taking disabled students into consideration in the teaching-learning processes in the Canadian curriculum, but there is no disability-related goal.

Anahtar Kelimeler: