Sultan Kilinc
Biographic Data
| ID | 6590600 |
|---|---|
| NAME | Sultan Kilinc |
| GIVEN NAMES | Sultan |
| FAMILY NAME | Kilinc |
| SIGNATURE | KILINÇ Ş |
| AFFILIATIONS | Syracuse University |
| ORCID | 0000-0002-1842-5600 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Mothers’ Advocacy for Breaking Ideological and Structural Barriers During the Covid-19 Pandemic
Parental advocacy for children with disabilities has a long-standing history in U.S. public education. Since its inception, special education has relied on parents’ advocacy on behalf of their children with disabilities to lead to progressively more defined rights. COVID-19 led to remote learning, which brought new challenges and responsibilities to all parents, including parents of children with disabilities. For these parents, parent engagement…
“They are not losing anything”: Preschool educators’ language ideologies and use for young emergent multilinguals labeled with disabilities
This study examines preschool educators’ language ideologies and use in dual language bilingual education (DLBE) classrooms for young emergent multilinguals labeled with disabilities (EMLWDs). EMLWDs require services supporting both their linguistic and disability needs; however, current policies either address their linguistic or disability needs. One equity-oriented approach for preparing EMLWDs is through inclusive DLBE. Educators’ language id…
Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: Pro-multilingual beliefs, practical concerns
This mixed-methods study examines the language ideologies of 28 preschool educators in their first month transitioning from English-only to dual language education (DLE). Using the language ideology survey developed by [Fitzsimmons-Doolan, S. (2011). “Language ideology dimensions of politically active Arizona voters: an exploratory study.” Language Awareness 20 (4): 295–314; Fitzsimmons-Doolan, S. (2014). “Language ideologies of Arizona voters, l…
Two dual language preschool teachers’ critical consciousness of their roles as language policy makers
This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the …
Mothers of children without disabilities’ conceptions of inclusive education: Unveiling an exclusionary education system privileging normality and ableism
This study explores Turkish mothers of children without disabilities’ conceptions of inclusive education for students with disabilities, who have historically been faced with educational inequities. Inclusive education was conceptualized from Fraser’s three-dimensional social justice framework to unpack complex and multidimensional structural obstacles that hinder students with disabilities’ parity of participation in education. Cultural-historic…
Becoming the teacher of a refugee child: Teachers’ evolving experiences in Turkey
Anti-immigrant discourses are sweeping across the globe while forced displacement brings educational, political, economic, and social challenges in many countries. Turkey’s latest initiative is the inclusion of almost one million school-aged Syrian children into the public education system. In this research, we aim to understand the evolving experiences of teachers of Syrian refugee students in relation to inclusive education in Turkey. We conduc…
Who will fit in with whom?’ Inclusive education struggles for students with dis/abilities
Inclusive education (IE), as a global movement, has been part of many nations’ policy agendas. As the global ideas travel across borders, the meaning of this term has taken various forms in local and national discourses. Thus, this study examines teachers’ conceptualizations and experiences of IE for students with dis/abilities (SwDs) in Turkey. SwDs are one of the largest groups who are marginalised and excluded from accessing education and part…
Becoming the teacher of a refugee child: Teachers’ evolving experiences in Turkey
Anti-immigrant discourses are sweeping across the globe while forced displacement brings educational, political, economic, and social challenges in many countries. Turkey’s latest initiative is the inclusion of almost one million school-aged Syrian children into the public education system. In this research, we aim to understand the evolving experiences of teachers of Syrian refugee students in relation to inclusive education in Turkey. We conduc…
Two dual language preschool teachers’ critical consciousness of their roles as language policy makers
This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the …
Who will fit in with whom?’ Inclusive education struggles for students with dis/abilities
Inclusive education (IE), as a global movement, has been part of many nations’ policy agendas. As the global ideas travel across borders, the meaning of this term has taken various forms in local and national discourses. Thus, this study examines teachers’ conceptualizations and experiences of IE for students with dis/abilities (SwDs) in Turkey. SwDs are one of the largest groups who are marginalised and excluded from accessing education and part…
Mothers of children without disabilities’ conceptions of inclusive education: Unveiling an exclusionary education system privileging normality and ableism
This study explores Turkish mothers of children without disabilities’ conceptions of inclusive education for students with disabilities, who have historically been faced with educational inequities. Inclusive education was conceptualized from Fraser’s three-dimensional social justice framework to unpack complex and multidimensional structural obstacles that hinder students with disabilities’ parity of participation in education. Cultural-historic…
Who will fit in with whom?’ Inclusive education struggles for students with dis/abilities
Inclusive education (IE), as a global movement, has been part of many nations’ policy agendas. As the global ideas travel across borders, the meaning of this term has taken various forms in local and national discourses. Thus, this study examines teachers’ conceptualizations and experiences of IE for students with dis/abilities (SwDs) in Turkey. SwDs are one of the largest groups who are marginalised and excluded from accessing education and part…
Becoming the teacher of a refugee child: Teachers’ evolving experiences in Turkey
Anti-immigrant discourses are sweeping across the globe while forced displacement brings educational, political, economic, and social challenges in many countries. Turkey’s latest initiative is the inclusion of almost one million school-aged Syrian children into the public education system. In this research, we aim to understand the evolving experiences of teachers of Syrian refugee students in relation to inclusive education in Turkey. We conduc…
Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: Pro-multilingual beliefs, practical concerns
This mixed-methods study examines the language ideologies of 28 preschool educators in their first month transitioning from English-only to dual language education (DLE). Using the language ideology survey developed by [Fitzsimmons-Doolan, S. (2011). “Language ideology dimensions of politically active Arizona voters: an exploratory study.” Language Awareness 20 (4): 295–314; Fitzsimmons-Doolan, S. (2014). “Language ideologies of Arizona voters, l…
Two dual language preschool teachers’ critical consciousness of their roles as language policy makers
This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the …
Mothers of children without disabilities’ conceptions of inclusive education: Unveiling an exclusionary education system privileging normality and ableism
This study explores Turkish mothers of children without disabilities’ conceptions of inclusive education for students with disabilities, who have historically been faced with educational inequities. Inclusive education was conceptualized from Fraser’s three-dimensional social justice framework to unpack complex and multidimensional structural obstacles that hinder students with disabilities’ parity of participation in education. Cultural-historic…
“They are not losing anything”: Preschool educators’ language ideologies and use for young emergent multilinguals labeled with disabilities
This study examines preschool educators’ language ideologies and use in dual language bilingual education (DLBE) classrooms for young emergent multilinguals labeled with disabilities (EMLWDs). EMLWDs require services supporting both their linguistic and disability needs; however, current policies either address their linguistic or disability needs. One equity-oriented approach for preparing EMLWDs is through inclusive DLBE. Educators’ language id…
Mothers’ Advocacy for Breaking Ideological and Structural Barriers During the Covid-19 Pandemic
Parental advocacy for children with disabilities has a long-standing history in U.S. public education. Since its inception, special education has relied on parents’ advocacy on behalf of their children with disabilities to lead to progressively more defined rights. COVID-19 led to remote learning, which brought new challenges and responsibilities to all parents, including parents of children with disabilities. For these parents, parent engagement…
Pedagogy (6 works) · Psychology (6 works) · Sociology (5 works) · Political science (4 works) · Ideology (3 works) · Multilingual Education and Policy (3 works) · Second Language Learning and Teaching (3 works) · Developmental psychology (2 works) · Disability Education and Employment (2 works) · Disability Rights and Representation (2 works)