Bu araştırmada ilkokullarda görev yapan öğretmenlerin kaynaştırma eğitimine ilişkin duygu, tutum ve kaygılarını cinsiyet, yaş, öğrenim durumu, özel eğitimle ilgili eğitim alma ve özel eğitime ihtiyaç duyan bireye eğitim verme tecrübesi gibi değişkenler açısından incelenmesi amaçlanmıştır. Araştırma, 2015-2016 eğitim öğretim yılında Amasya ili Milli Eğitim Müdürlüğüne bağlı resmi ilkokullarda görev yapmakta olan ve rastgele olarak belirlenen 502 öğretmenin katılımı ile gerçekleştirilmiştir. Araştırma, tarama modelinde gerçekleştirilmiş olup veriler survey tekniği kullanılarak toplanmıştır. Veri toplama aracı olarak "Kaynaştırma Eğitimi ile İlgili Duygular, Tutumlar ve Kaygılar Ölçeği" (KEİDTKÖ) kullanılmıştır. İki alt kısımdan meydana gelen ölçeğin birinci kısmında demografik değişkenlerin toplanmasına yönelik Kişisel Bilgi Formu, diğer kısmında ise öğretmenlerin kaynaştırma eğitimine ilişkin duygu, tutum ve kaygılarını belirlemek amacıyla birtakım maddelerden oluşan ifadeler yer almaktadır. Elde edilen veriler, SPSS 20.0 programı kullanılarak analiz edilmiştir. Bu süreçte öncelikli olarak veriler betimsel istatistiklerden frekans (n), yüzde (%), ortalama (X) ve standart sapma (ss) açısından analiz edilmiştir. Ayrıca verilerin analizinde t testi ve ANOVA kullanılmıştır. Araştırma sonuçlarına göre, öğretmenlerin kaynaştırma eğitimine ilişkin kaygıları ile cinsiyet değişkeni arasında anlamlı bir ilişki bulunmuştur. Ayrıca öğretmenlerin kaynaştırma eğitimine ilişkin duygu, tutum ve kaygıları ile yaş değişkeni arasında anlamlı bir ilişki bulunmamıştır. Öğretmenlerin kaynaştırma eğitimine ilişkin duygu ve kaygıları ile öğrenim durumu değişkeni arasında anlamlı bir ilişki bulunmuştur. Bunun yanı sıra öğretmenlerin kaynaştırma eğitimine ilişkin kaygı ve tutumları ile özel eğitim alma değişkeni arasında anlamlı bir ilişki bulunmuştur. Son olarak öğretmenlerin kaynaştırma eğitimine ilişkin duygu, tutum ve kaygıları ile tecrübe değişkeni arasında anlamlı bir ilişki olduğu bulgusuna ulaşılmıştır

The purpose of this study is to investigate elementary school teachers’ emotions, attitudes, and concerns about inclusive education in terms of different variables such as gender, age, education level, having education on inclusive education, and experience on inclusive education. The sample group of this study consists of 502 teachers who have been working at the Directorate of National Education in Amasya in 2015-2016 academic years. The participants have been randomly selected. This study has been conducted by screening model. The data has been collected by survey technique. In order to collect data, the researchers have used The Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised (SACIE-R). This scale has two subdivisions. First one is about Personal Information Form and second one includes some statements about teachers’ emotions, attitudes, and concerns about inclusive education. All collected data has been analyzed by SPSS 20.0 program. At this process, first, the collected data has been analyzed by descriptive statistics such as frequency (n), percent (%), mean (X), and standard deviation (ss). Then, the collected data has been analyzed in terms of t test and ANOVA. According to that, the researchers have come to know that there is a significant relationship between teachers’ concerns about inclusive education and gender variable. Furthermore, it is found that there is not any significant relationship between teachers’ emotions, attitudes, and concerns about inclusive education and age variable. Teachers’ emotions and concerns about inclusive education change according to their education level. Moreover, there is a significant relationship between teachers’ concerns and attitudes about inclusive education and getting special education. Finally, the researchers have found that there is a significant relationship between teachers’ emotions, attitudes, and concerns on inclusive education and experience variable According to the Universal Declaration of Human Rights "Every individual has the right to get education. In addition to that, the fundamental principles of the Turkish Education System declare that "The education right cannot be prevented”. In this context, providing essential educational opportunities for all individuals (normal and According to the Universal Declaration of Human Rights "Every individual has the right to get education. In addition to that, the fundamental principles of the Turkish Education System declare that "The education right cannot be prevented”. In this context, providing essential educational opportunities for all individuals (normal and The participants of this present study have been randomly selected. The sample group of this study consists of 502 teachers who have been working at 20 different public schools in 2015-2016 academic years dependent to the Directorate of National Education in Amasya. The data has been collected by survey technique. In order to collect data, the researchers have used The Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised (SACIE-R). This scale has two subdivisions. First one is about Personal Information Form and second one includes some statements about teachers’ emotions, attitudes, and concerns about inclusive education. All collected data has been analyzed by SPSS 20.0 program. At this process, first, the collected data has been analyzed by descriptive statistics such as frequency (n), percent (%), mean (X), and standard deviation (ss). Then, the collected data has been analyzed in terms of t test and ANOVA. Findings and Suggestions After analyzing the collected data, the researchers have come to know that there is a significant relationship between teachers’ concerns about inclusive education and gender variable. Furthermore, the researchers have found that there is not any significant relationship between teachers’ emotions, attitudes, and concerns about inclusive education and age variable. Teachers’ emotions and concerns about inclusive education change according to their education level. Moreover, there is a significant relationship between teachers’ concerns and attitudes about inclusive education and getting special education. Finally, the researchers have found that there is a significant relationship between teachers’ emotions, attitudes, and concerns on inclusive education and experience variable. Based on the findings of this study, the researchers have the following suggestions: 1. Teachers should get lectures about inclusive education during their pre-service education period. 2. Prospective classroom teachers should get internships from special education schools. 3. Teachers should be supported to develop themselves on inclusive education. To do this, the Ministry of National Education should organize in-service education programs and distribute books about inclusive education

The purpose of this research is to determine the social media addiction of adult aged 1860. The research was conducted on 1047 (527 females, 520 males) adults. SMAS-AF is a five point Likert type scale and includes 20 items that can be gathered under two factors (virtual tolerance and virtual communication). Confirmatory factor analysis showed that the two-factor model fitted the data (χ=7051,32; sd=190, p=0,00; RMSA=,059; SRMR=,060; NFI=,59; CFI=,96; GFI=,90; AGFI=,88). Internal consistency coefficients of subscales were, 92 for virtual tolerance subscales and 91 for virtual communication subscale. The total internal consistency coefficient of the scale was ,94. The test-retest reliability coefficients were found as ,93 for total scale; ,91 for virtual tolerance subscale and ,90 for virtual communication subscale. The analysis provided evidence that the SMAS_AF is a valid and reliable scale that can be used in order to determination os social media addiction of adults