Üstün Yeteneklilerin Eğitiminde Güvenli Öğrenme Ortamına İlişkin Öğrenci ve öğretmen Görüşleri

Abstract

This study explored the views of the lower secondary gifted students in relation to the learning climate established in their regular schools and the gifted education centers, with a focus on their psychological safety, in the Turkish context. It also investigated what these students and their teachers expect from a potentially safe and desirable learning atmosphere. Therefore, a qualitative research approach was employed. The data were collected through one-to-one semi-structured interviews with the gifted students (N=12) and their teachers (N=5). Then, the interview data were transcribed and content analyzed. The findings show that gifted students had a positive description of the Art and Science Center (SAC) as a safe and desirable place compared to their regular schools. They felt happy and psychologically safe at the SAC, where they could disclose their opinions and ask questions without being subjected to embarrassment. The regular schools, however, were not described as fully safe from a psychological perspective, mostly because of the crowded classrooms. Students' expectations of a safe learning climate were in relation to teacher approachability, peer relationships, learning process and the physical characteristics of the learning environment. Teachers were also of similar opinions with regard to these findings.

Envisaged Learning Environments for Learners with Visual Impairments in Lesotho Rural Schools Using Asset-Based Approaches

“…These documents emphasize the vital importance of including every learner, regardless of disability, socioeconomic background, or cultural origins, as a fundamental human right essential for their success in mainstream society (ALSadoon, 2017). Therefore, ensuring the success of including LVIs necessitates the delivery of quality education in enabling environments (Haidari et al, 2020).…”