Okul Öncesi Öğretmenlerinin Kaynaştırmaya İlişkin Görüşlerinin Belirlenmesi

Abstract

The general purpose of this study was to determine the opinions of preschool teachers about inclusion. Participants were 45 preschool teachers from 8 preschools who had students with special educational needs in their classes during the study or had in the previous years and who were working in public preschools in Eskisehir, Turkey. They had 2-27 years of teaching experience. Semi-structured interviews were conducted with the teachers and the data were analyzed descriptively. The results of the study revealed that although the participants had positive opinions about inclusion, they still did not have enough knowledge about that. Besides, the inadequate knowledge the teachers had was related to the types and characteristics of disabilities of the children, inclusion, effective teaching methods, accommodations, and so forth. The findings of the study were discussed in terms of the present literature.

Öğretmen Adaylarının Özel Gereksinimli Bireylerin Eğitimine Yönelik Görüşleri

“…This may refer to the lack of awareness or responsibility on IEP, the inadequacy of the Special Education course they take in terms of developing and implementing IEP or the perception of the IEP development process as difficult. Previous studies that included Classroom Education and branch teachers revealed that teachers considered themselves insufficient both for inclusive practices and IEP preparation and implementation processes (Babaoğlan & Yılmaz, 2010;Batu et al, 2017;Çuhadar, 2006;Demirezen & Akhan, 2016;Öztürk & Eratay, 2010). Effective and efficient use of the resources to increase the quality is at the forefront of accountability in education (Hammond, Wilhoit, & Pittenger, 2014).…”

Türkiye’de Okul Öncesi Eğitimde Kaynaştırma: Neredeydik? Neredeyiz? Nerede Olmalıyız?

“…Studies also showed that male teachers and teacher candidates have more positive attitudes towards inclusive education than female counterparts; and that teachers/teacher candidates who took courses focused on inclusive or special education were more positive about including children with special needs (Dalğar, 2011;Şahbaz and Kalay, 2010). It is also found that preschool teachers need knowledge and skills in relation to teaching children with special needs, classroom management, working with families of children with special needs, evaluation and instruction in natural environments, individualized education programs (e.g., Batu et al, 2017;Gezer, 2017;Gök and Erbaş, 2011;Özaydın and Çolak, 2011;.…”

İlkokul Öğretmenleri̇ni̇n Kaynaştirma Uygulamasina İli̇şki̇n Tutumlari Ve Yeterli̇li̇k Algilari: Bi̇r Karma Yöntem Araştirmasi

“…Alan yazında kaynaştırma uygulamalarında yaşanan sorunlara dair pek çok bulgu yer almaktadır (Sadioğlu, Bilgin, Batu, & Oksal, 2013;Denizli & Uzoğlu, 2016;Erişkin, Kıraç, & Ertuğrul, 2012;Saraç & Çolak, 2012;Yılmaz & Batu, 2016). Bu bulgulardan öne çıkanlar; öğretmen tutumlarındaki olumsuzluklar (Demir & Açar, 2011;Engin, Tösten, Kaya, & Köselioğlu, 2014;Sadioğlu, Batu, & Bilgin, 2012;Saloviita, 2020;Sharma, Aiello, Pace, Round, & Subban, 2018;Yatgın, Sevgi, & Uysal, 2015), öğretmenlerin yeterlilik sorunları (Akalın, 2015;Eldeniz-Çetin & Acay-Sözbir, 2016;Jez & Luneta, 2018;Kot, Sönmez, Yıkmış, & Çiftçi-Tekinarslan, 2015;Love & Horn, 2021;Vural & Yıkmış, 2008), okul öncesi kaynaştırma uygulamalarına yönelik sorunlar (Batu, Odluyurt, Alagözoğlu, Çattık, & Şahin, 2017;Sığırtmaç Dikici, Hoş, & Abbak, 2011;Tuş & Çifçi Tekinarslan, 2013), fiziki mekana, sınıf mevcutlarına dair sorunlar (Kurt, 2015;Nayır & Karaman-Kepenekci, 2013;Akay, Uzuner, & Girgin, 2014;Ünal, 2008), diğer öğrenciler ve ailelerinin olumsuz tutumlarıdır (Ayral & diğ., 2015;Bakkaloğlu, Özbek, & Sucuoğlu, 2021;Turhan, 2007).…”