Sarı, HakanBozgeyikli, Hasan2023-04-262023-04-262003Sarı, H., Bozgeyikli, H., (2003). Öğretmen Adaylarının Özel Eğitime Yönelik Tutumlarının İncelenmesi: Karşılaştırmalı Bir Araştırma. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9, 183-204.2667-4750https://hdl.handle.net/20.500.12395/46757When the Teacher Training Programs of developed countries were examined each teacher candidate received at least two different courses about special education (Frost and Stemp, 1998). However, in Turkey, many students who are currently educated in universities do not have any course about special education in terms of their programmes followed which were developed by the Higher Education Committee (Sari and Saygin, 2001). In addition, the literature suggests that when they have some courses about special education their attitudes become positive (Villa, 1996). Therefore the aim of this research is to examine attitudes of the final year students some of whom have had courses and some of whom have not had courses about special education during their education in the faculty. The research also aims to maintain data for other researchers who plan to do research on this issue. In this research, a survey method was used because the researchers aim to reach many teacher candidates. The research sample consisted of 483 students who were selected according to random sampling system in Selcuk University, Education Faculty. As a research instrument, ‘Special Education Attitude Scale’ developed by Frost and Stemp (1988), translated by Sari from English to Turkish and developed by Sari, Bozgeyikli and Ure (2002). The data were analysed by using the SPSS 10. Program. According to the research findings, there are significant differences between the students’ scores in terms of their feelings about self sufficiency on teaching children with special educational needs, identifying their needs, selecting appropriate places to educate them, developing their programmes, and integrating them in mainstream settings. In addition to these, there are no differences between the students’ responses in terms of gender, having handicapped person in their families and having handicapping conditions on self.trinfo:eu-repo/semantics/openAccessTeacher Training programsSpecial EducationArticle9183204