The impact of special education lesson treated by the method of creative drama regarding inclusiveeducation on the pre-school teacher candidates' views and teachercandidates' views concerning this technique's practice

The purpose of this study is to determine effects of processing of inclusive education lesson with drama method on pre-school teacher candidates' views on inclusive education and besides to state applicability of this prosedure on teacher candidates' views. The research study population consists of 84 students of pre-school teacher who are third grade students in Akdeniz university in 2013-2014 education and teaching year. An education programme lasting 12 weeks per two hours in a week is applied by the researcher on the group. The teacher candidates participating the research were divided into two groups randomly as experimental and control groups. Inclusive Education lesson was given for experimental and control groups for 12 weeks two hours per a week. In experimental group in computer- aided teacher model as well as the techniques based on learning through discovery, learning through presentation and cooperation, drama technique was used also. In drama education which was applied experimental group mainly role play and improvision methods were implemented, besides pantomie, split screen, dull image and participating the role by teacher methods were also implemented. Besides teacher candidates' views were asked about the researcher running the lesson and the applicability of the method by asking a questionnare developed by the researcher to six each teacher candidates randomly chosen from both experimental and control groups. For determination of participants thinking about the mainstreaming education "My ThinkingAboutInclusionScale/ MTAI" developed by Stoiber, Gettinger ve Goetz (1998) and translatted by Dalğar (2011) whose Cronbach's alpha is .73 was used. Independent t tests were used in statistical analysis of the obtained data. As a result of the study, it's detected that pre-test scores about teacher candidates' inclusive education didn't point significant difference statistically (p>0.05) . It's detected that there is significiant difference statistically among the teacher candidates' scores related to inclusive education in experimental and control groups when compared with pre-test scores (p<0.05). Besides this, it's appointed that there wasn't any significiant difference statistically among the teacher candidates' last test scores related to inclusive education in experimental and control group when compared only last test scores (p>0.05) . An oral interview developed by the researcher was carried out for six each teacher candidates randomly selected in experimental and control groups. Using drama method has made more attractive learning in experimental group teacher candidates according to the answers teacher candidates responded in the oral interview. Key words: Pre-school Education, Special Education, Inclusive Education,Creative Drama