Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerilerine yönelik nitel bir araştırma
Loading...
Files
Date
2011-04-18
Authors
Sadioğlu, Ömür
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Özel gereksinimli bireylerin, normal gelişim gösteren akranlarıyla birlikte eğitim görmelerini sağlayan kaynaştırma uygulamaları dünyada olduğu gibi ülkemizde de her geçen gün biraz daha önem kazanmaya başlamaktadır. Ancak, ülkemizde uygulanan kaynaştırma eğitimi uygulamalarında özel gereksinimli öğrencilere ve öğretmenlere destek hizmet sağlanamadığından kaynaştırma uygulamalarının yükü neredeyse tamamen sınıf öğretmenlerine kalmaktadır. Bu nedenle, kaynaştırma uygulamalarının aksayan yönlerinin belirlenmesinde ve başarının değerlendirmesinde sınıf öğretmenlerinin görüşlerinin derinlemesine araştırılması bu araştırmanın amacını oluşturmaktadır. Bu amaç doğrultusunda, Türkiye'nin 16 farklı ilinde Milli Eğitim Bakanlığı'na bağlı olarak kaynaştırma eğitimi yapılan ilköğretim okullarında öğretmenlik yapan ve araştırmaya gönüllü olarak katılan 23 öğretmenle görüşmeler yapılmıştır. Nitel araştırma yöntemlerinden betimsel yöntemin kullanıldığı araştırmada yarı-yapılandırılmış görüşmelerle toplanan araştırma verileri tümevarım analizi tekniğiyle analiz edilmiştir. Verilerin çözümlenmesinde Nvivo 8 nitel veri analizi programı kullanılmıştır.Bulgular sınıf öğretmenlerinin ülkemizdeki kaynaştırma uygulamaları ile ilgili genel olarak olumsuz görüşe sahip olduklarını ortaya koymaktadır. Sınıf öğretmenleri kaynaştırma eğitimi konusunda yetersiz olduklarını, uzman desteği başta olmak üzere pek çok desteğe ihtiyaç duyduklarını, hizmet öncesi ve hizmet içi eğitimleri yetersiz bulduklarını, kaynaştırma eğitimi uygulamalarında özel gereksinimli öğrencilerin ailelerinden, görev yaptıkları okulların ve sınıfların fiziki koşullarından kaynaklanan sorunlarla beraber özel gereksinimli öğrencilerle yoğun olarak öğretimle ilgili sorunlar yaşadıklarını ve bu süreçten duygusal olarak olumsuz etkilendiklerini belirtmektedirler. Sınıf öğretmenleri kaynaştırma uygulamalarının iyileştirilmesi için ayrı eğitim ortamlarının olmasını, nitelikli ve etkili hizmet öncesi ve hizmet içi eğitimlerin düzenlenmesini, yarı zamanlı kaynaştırmayı, kendilerine materyal desteğinin sağlanmasını önermektedirler.
Inclusion practices, in which enable individuals with special needs, take instruction together with their peers with normal development, gain more and more importance in our country as well as it does all around the world. However, in inclusion instruction practices applied in our country, all the load of inclusion practices is almost completely on the shoulders of the primary school teacher since support services cannot be provided to the students and the teachers. Consequently, an in depth investigation of the primary school teachers? opinions forms the purpose of the present research for identifying the problematic aspects of and evaluating the success of inclusion practices. With this purpose in mind, interviews were conducted with 23 teachers who worked in elementary schools with inclusion instruction in affiliation with the National Ministry of Education in 16 different cities in Turkey and who volunteered to participate in the research. In the present research where the descriptive method was employed as one of the qualitative research methods, the research data which were collected via the semi-structured interviews were analysed using the inductive analysis technique. Nvivo 8 qualitative data analysis program was implemented in the analysis of the data.The findings showed that the primary school teachers held negative opinions in general regarding the inclusion practices in our country. The primary school teachers stated that they felt incompetent, that they were in need of various kinds of support, especially the support from an expert, that they found the pre-service training and the in-service training insufficient, that they experienced problems mostly with the instruction of their students with special needs as well as problems due to the parents of their students with special needs, and the physical conditions of the schools and classes where they worked in inclusion instruction practices, and that the process had emotionally negative effects on them. The primary school teachers advocated that, for improving the inclusion practices, there should be separate instructional settings, organization of qualified and effective pre-service training and in-service training, and part-time inclusion, and that they should be provided support for materials.
Inclusion practices, in which enable individuals with special needs, take instruction together with their peers with normal development, gain more and more importance in our country as well as it does all around the world. However, in inclusion instruction practices applied in our country, all the load of inclusion practices is almost completely on the shoulders of the primary school teacher since support services cannot be provided to the students and the teachers. Consequently, an in depth investigation of the primary school teachers? opinions forms the purpose of the present research for identifying the problematic aspects of and evaluating the success of inclusion practices. With this purpose in mind, interviews were conducted with 23 teachers who worked in elementary schools with inclusion instruction in affiliation with the National Ministry of Education in 16 different cities in Turkey and who volunteered to participate in the research. In the present research where the descriptive method was employed as one of the qualitative research methods, the research data which were collected via the semi-structured interviews were analysed using the inductive analysis technique. Nvivo 8 qualitative data analysis program was implemented in the analysis of the data.The findings showed that the primary school teachers held negative opinions in general regarding the inclusion practices in our country. The primary school teachers stated that they felt incompetent, that they were in need of various kinds of support, especially the support from an expert, that they found the pre-service training and the in-service training insufficient, that they experienced problems mostly with the instruction of their students with special needs as well as problems due to the parents of their students with special needs, and the physical conditions of the schools and classes where they worked in inclusion instruction practices, and that the process had emotionally negative effects on them. The primary school teachers advocated that, for improving the inclusion practices, there should be separate instructional settings, organization of qualified and effective pre-service training and in-service training, and part-time inclusion, and that they should be provided support for materials.
Description
Keywords
Kaynaştırma eğitimi, Öğretmen görüşleri, Özel gereksinimli öğrenci, Tümevarım analizi, Inclusive education, Teachers‟ opinions, Student with special needs, Inductive analysis
Citation
Sadioğlu, Ö. (2011). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerilerine yönelik nitel bir araştırma. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.