Abstract

Literary quality children’s literature works have important contributions to the children’s development process.  Because of this contribution, all of the special education teachers need to be adequately informed about children's literature. Teachers should make meet children with literary quality children’s literature works and they also utilize them in teaching environment. As a result of the reviewing the related literature, it was seen that there was no known study which examined special education teacher candidates’ knowledge and awareness regarding children’s literature. However, for not depriving children from literary quality children’s literature works, teachers’ knowledge and awareness regarding children’s literature should be determined. In the context, the aims of the research are to determine knowledge and awareness regarding children’s literature of special education teacher program students who are attending fourth grade.

Fourth grade special education teacher program students from four different Universities (Anadolu, Ankara, Gazi, İzzet Baysal) will be attended in the study. Data will be collected in the beginning of the fall semester of 2016-2017 academic year. Eleven open ended questions will be used to collect data. Data will be analysis via content analysis. For calculating reliability of the coding will be carrying out with another expert Result of the reliability study will be determined according to Miles and Huberman’ (1994) formula.

Key Words: children’s literature, special education teacher candidates, content analysis

Reference

Miles, M. B., & Huberman, A. M.  (1994). Qualitative Data Analysis: An Expanded Source Book (Second Edition). Thousand Oaks, California: SAGE.