Examination of Classroom Teachers’ Opinions on Inclusive Practices

Ayşe Tuba Ceyhun

Makale detayları

Examination of Classroom Teachers’ Opinions on Inclusive Practices

Yazarlar:

Ayşe Tuba Ceyhun

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3613-3640

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336979

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The research was conducted in the case study model, one of the qualitative research designs, in order to determine the opinions and suggestions of class teachers working in inclusive classrooms regarding inclusion practices. The study group of the research consists of 10 classroom teachers working in primary schools in the center of Elazığ province, who were determined from different schools according to the purposeful sampling method and who have students with special needs in their classrooms. In the study, data were collected with semi-structured interview questions from qualitative data collection tools. The data obtained from the interviews were content analyzed and findings were reached by extracting main themes and sub-themes. In the interviews, teachers stated that they had difficulty in the process of evaluating students with special needs according to their grade level. However, as a result of the research, the most important problem emerged as the lack of sufficient support from the families of students who continue the inclusion practice. Another prominent result according to the opinions of the teachers who participated in the research is that support education rooms in schools are necessary, but the teachers who work in this context change frequently and the relevant materials are inadequate. Based on the results of the study, suggestions for teachers and families to increase the effectiveness of inclusion practices were presented.

 The research was conducted in the case study model, one of the qualitative research designs, in order to determine the opinions and suggestions of class teachers working in inclusive classrooms regarding inclusion practices. The study group of the research consists of 10 classroom teachers working in primary schools in the center of Elazığ province, who were determined from different schools according to the purposeful sampling method and who have students with special needs in their classrooms. In the study, data were collected with semi-structured interview questions from qualitative data collection tools. The data obtained from the interviews were content analyzed and findings were reached by extracting main themes and sub-themes. In the interviews, teachers stated that they had difficulty in the process of evaluating students with special needs according to their grade level. However, as a result of the research, the most important problem emerged as the lack of sufficient support from the families of students who continue the inclusion practice. Another prominent result according to the opinions of the teachers who participated in the research is that support education rooms in schools are necessary, but the teachers who work in this context change frequently and the relevant materials are inadequate. Based on the results of the study, suggestions for teachers and families to increase the effectiveness of inclusion practices were presented.

 The research was conducted in the case study model, one of the qualitative research designs, in order to determine the opinions and suggestions of class teachers working in inclusive classrooms regarding inclusion practices. The study group of the research consists of 10 classroom teachers working in primary schools in the center of Elazığ province, who were determined from different schools according to the purposeful sampling method and who have students with special needs in their classrooms. In the study, data were collected with semi-structured interview questions from qualitative data collection tools. The data obtained from the interviews were content analyzed and findings were reached by extracting main themes and sub-themes. In the interviews, teachers stated that they had difficulty in the process of evaluating students with special needs according to their grade level. However, as a result of the research, the most important problem emerged as the lack of sufficient support from the families of students who continue the inclusion practice. Another prominent result according to the opinions of the teachers who participated in the research is that support education rooms in schools are necessary, but the teachers who work in this context change frequently and the relevant materials are inadequate. Based on the results of the study, suggestions for teachers and families to increase the effectiveness of inclusion practices were presented.

 Araştırma kaynaştırma uygulaması yapılan sınıflarda görev yapan sınıf öğretmenlerinin kaynaştırma uygulamalarına ilişkin görüş ve önerilerini belirlemek amacıyla nitel araştırma desenlerinden durum çalışması modelinde yürütülmüştür. Araştırmanın çalışma grubu Elâzığ il merkezinde ki ilkokullarda görev yapan, amaçlı örnekleme yöntemine göre farklı okullardan belirlenmiş, sınıfında özel gereksinimli öğrenci bulunan 10 sınıf öğretmeni oluşturmaktadır. Araştırmada veriler nitel veri toplama araçlarından yarı yapılandırılmış görüşme soruları ile toplanmıştır. Görüşmelerden elde edilen verilere içerik analizi yapılarak ana tema ve alt temalar çıkartılarak bulgulara ulaşılmıştır. Görüşmelerde öğretmenler, özel gereksinimli öğrenciyi sınıf seviyesine göre değerlendirme sürecinde zorluk yaşadıklarını belirtmişlerdir. Bununla birlikte araştırma sonucunda kaynaştırma uygulamasına devam eden öğrencilerin ailelerinden yeterli desteğin sağlanamaması en önemli sorun olarak ortaya çıkmıştır. Araştırmaya katılan öğretmenlerin görüşlerine göre öne çıkan diğer sonuç ise okullardaki destek eğitim odalarının gerekli olduğu, ancak bu bağlamda görev yapan öğretmenlerin sık değişmesi ve ilgili materyallerin eksikliğidir. Araştırmanın sonuçlarından yola çıkılarak kaynaştırma uygulamalarının etkililiğini artırmaya yönelik öğretmenlere ve ailelere öneriler sunulmuştur.

Makale detayları

Examination of Classroom Teachers’ Opinions on Inclusive Practices

Yazarlar:

Ayşe Tuba Ceyhun

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3613-3640

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336979

pISSN:

2602-2850

Inclusion Practice

Student with Special Needs

Classroom Teachers.Kaynaştırma Uygulaması

Özel Gereksinimli Öğrenci

Sınıf Öğretmenleri.

Sayı

Makale detayları

Examination of Classroom Teachers’ Opinions on Inclusive Practices

Yazarlar: Ayşe Tuba Ceyhun

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3613-3640

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001336979

pISSN: 2602-2850

Inclusion Practice

Student with Special Needs

Classroom Teachers.Kaynaştırma Uygulaması

Özel Gereksinimli Öğrenci

Sınıf Öğretmenleri.

Sayı

Yazarlar:

Ayşe Tuba Ceyhun

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3613-3640

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336979

pISSN:

2602-2850