Refia Ari

Ms. Refia Ari

Societal Research and Development Center, Faculty of Education, Institute of Graduate Studies, Near East University, Nicosia 99138, North Cyprus via Mersin 10 Turkey;
orcid

Research Focus & Metrics

Academic Career Length

5Years (2022-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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15 February 2022 in Electronics
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Journal Article
Open access
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Refia AriRefia Ari
Refia Ari
Zehra AltınayZehra Altınay
Zehra Altınay
Fahriye AltinayFahriye Altinay
Fahriye Altinay
Gökmen DagliGökmen Dagli
Gökmen Dagli
Engin ARIEngin ARI
Engin ARI
Children are a country’s most valuable asset. Educating them and bringing them into society is one of the most fundamental tasks of a nation. The disadvantageous position that individuals with a disability are exposed to shows the importance of the need for inclusive education for the quality of life. It is important to use the merits of digital transformation to provide services and education for all to support sustainability. This research aims to shine a light on the problems related to inclusive education faced in the special education schools and rehabilitation centers and put forward suggestions for digital transformation. As inclusive means inclusion, social interaction, access, and equality for education, the role of digital transformation is examined for the quality of inclusive education. Self-reflection is a qualitative form which was employed in the research involving school managers and teachers who were selected randomly from the Special Education Schools and Rehabilitation Centers that participated in the research. It is revealed that most of the studies focus on inclusive education, the digital divide, social inclusion, online learning, and the implication of inclusive education in digital transformation. Although studies expose inclusive education in digital transformation, most of these have 0.20 quality criteria, showing an intensified need to extend the existing body of knowledge. It is shown that the vast majority of inclusive education aligns with the institution’s inclusive education vision and purpose. Concerning financing, it is difficult to find sponsors among non-governmental organizations to support the institution’s inclusive education-related material, equipment, and security needs, and Ministry of National Education funding is essential. There is a need to improve the inclusive education competencies of administrators and teachers, and in-service training should be provided. Self-improvement opportunities of administrators and teachers of the institution are significantly inadequate and should be improved.