Being the Teacher of Syrian Refugee Students: Teachers’ School Experiences

Başaran, Semra Demir

doi:10.15390/eb.2020.9182

Cited by 9 publications

(6 citation statements)

References 26 publications

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“…Both experiences demonstrate that pre-service teachers can and should be better prepared to fulfill the needs of refugee students (Kovinthan, 2016). Başaran (2021) in her study aims to focus on the class and school wide experiences of teachers working with Syrian refugee students and to reveal what these experiences indicate in terms of inclusive education. The main hypothesis of this study is that inclusive education should be reconsidered in terms of teachers' in-service/pre service training, beliefs, attitudes and competencies.…”

Section: Discussionmentioning

confidence: 99%

Teachers Attitudes Towards Inclusion of Refugee Children in Early Childhood Education and Care Centers in Greece

Megalonidou

Vitoulis

2022

EID

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Since 2015, increased numbers of refugee families with pre-school-aged children have arrived in Greece. Inclusion preschool refugee children in quality early childhood education and care (ECEC) centers is about embracing diversity, including every child holistically and providing opportunities for all children to participate and benefit. The present study examined the general ECEC teachers’ attitudes towards the inclusion of refugee children into their classroom in public ECEC centers, their behavior and factors that might influence the attitudes towards inclusion based on Eagly Chaiken’s three-component model of attitude and Bronfenbrenner’s theory. The research sample consists of 114 ECEC teachers working at public municipal child care centers in the area of Thessaloniki in Northern Greece. The results showed that the ECEC teachers have positive attitude towards inclusion of refugee children, however seemed doubtful in the implementation of inclusion.

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Section: Discussionmentioning

confidence: 99%

Teachers Attitudes Towards Inclusion of Refugee Children in Early Childhood Education and Care Centers in Greece

Megalonidou

Vitoulis

2022

EID

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“…As is known, inclusive education saved many IWD from either receiving no education or getting segregated from the mainstream educational contexts. In carefully implemented inclusive practices, the benefits of inclusive education include improvements in social skills, academic achievement, employment opportunities after graduation, transition to higher education, self‐esteem, peer acceptance, and sustainable relationships (Başaran, 2020 ; Tapasak & Walther‐Thomas, 1999 ). Also, mainstream schools are places for IWD where they can obtain a set of technical, vocational, social, and academic skills to achieve an independent identity within the community (Sakız, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Delayed educational services during Covid‐19 and their relationships with the mental health of individuals with disabilities

Sakız

2021

Journal Community Psychology

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During the coronavirus disease 2019 (Covid‐19) pandemic, individuals with disabilities (IWD), like many others, have not been able to benefit effectively from educational and school‐based mental health services, which are vital to achieving mental good health. This study aimed to collect views of IWD about how their mental health was affected by the school closure during Covid‐19. Thirty‐one IWD were interviewed and data were analyzed thematically. Findings indicated that the educational delay, combined with the pressure of the preventive measures against Covid‐19 was associated with (i) difficulties in emotional well‐being, structured routines, learning, and socialization, (ii) enhanced feelings of isolation and pain, and (iii) negative perceptions of academic‐self‐efficacy and therapy‐related outcomes. The findings of the study highlight the importance of urgent short‐term and long‐term measures to provide safe and individually oriented educational services to compensate for the consequences of the pandemic.

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“…Syrian students have started their regular education with the curriculum of the MoNE, as there is no special curriculum for refugee education (Aydın & Kaya, 2019;Demir Başaran, 2020;Erdem, 2017;Ereş, 2016;Kardeş & Akman, 2018;Yavuz & Mızrak, 2016). When these students enroll in public schools, teachers do not adapt the course content following these students' needs and interests.…”

Section: Discussionmentioning

confidence: 99%

School Principals Views on Syrian Refugee Students’ Education in Turkey: Challenges and Recommendations

Özkan

Çakmak²

2021

IJELS

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The aim of the present study was to identify the administrative problems that school principals face at schools in the city located in the east of Turkey with high Syrian student population and to provide suggestions for overcoming these problems. The city is a province in Turkey having the highest ratio of Syrian to Turkish population with 95.61 %. Therefore, the city is an important topic for the education and social integration of Syrian students. Based on the findings, it has been identified that school principals experience problems such as language and communication problems, crowded classrooms and environments, registration uncertainties, accordance between the parents (Turkish-Syrian), school culture, discipline and behavior. In addition, problems were also identified under headings such as financial resource insufficiency, personnel requirements and in-service training requirements. It has been emphasized that making courses more active, increasing the number of course hours for the targeted culture language will be more beneficial for overcoming the language issues. It has also been indicated that equal distribution of Syrian students to the schools and balancing the student ratio in the province through the use of transportation options if necessary will also be beneficial.

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Being the Teacher of Syrian Refugee Students: Teachers’ School Experiences

Cited by 9 publications

References 26 publications

Teachers Attitudes Towards Inclusion of Refugee Children in Early Childhood Education and Care Centers in Greece

Teachers Attitudes Towards Inclusion of Refugee Children in Early Childhood Education and Care Centers in Greece

Delayed educational services during Covid‐19 and their relationships with the mental health of individuals with disabilities

School Principals Views on Syrian Refugee Students’ Education in Turkey: Challenges and Recommendations

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