An Examination of Views of Teachers, Students, and Parents on Inclusive Practices in Social Studies Lessons During Distance Education

Zeynep Başkan İşler; Midarbi Cihangir Doğan; Nurcan Şener

Makale detayları

An Examination of Views of Teachers, Students, and Parents on Inclusive Practices in Social Studies Lessons During Distance Education

Yazarlar:

Zeynep Başkan İşler | Midarbi Cihangir Doğan | Nurcan Şener

Yayıncı:

Kastamonu University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 4, pp.612-629

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330389

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: The aim of this study is to examine the views of classroom teachers, fourth-grade inclusion students, and parents regarding inclusive practices implemented in social studies lessons during distance education. DesignMethodologyApproach: The research design is case study. The data were obtained from a study group consisting of 15 classroom teachers, 15 inclusion students, and 15 parents during the 2020-2021 academic year. The data collected through semi-structured interview forms were analyzed using content analysis. Findings: As a result of the research, it was seen that most of the classroom teachers did not implement separate practices for inclusion students, using methods such as direct instruction, question-answer, and discussion in social studies lessons. Inclusion students stated that distance education was mostly negative, lacked social interaction, was boring, did not provide an interactive environment, and incomplete learning was experienced. According to the parents opinions, it was concluded that students did not participate in social studies lessons, had learning gaps, the course was not presented appropriately for the student, teacher did not provide additional support for their children, and distance education caused attention deficits in their children. Highlights: From all stakeholder perspectives, it was concluded that distance education mostly had negative effects on inclusion students. Additionally, both teachers and parents frequently expressed that the implemented practices during the pandemic were designed according to typically developing students, resulting in inclusion students being neglected.

 Purpose: The aim of this study is to examine the views of classroom teachers, fourth-grade inclusion students, and parents regarding inclusive practices implemented in social studies lessons during distance education. DesignMethodologyApproach: The research design is case study. The data were obtained from a study group consisting of 15 classroom teachers, 15 inclusion students, and 15 parents during the 2020-2021 academic year. The data collected through semi-structured interview forms were analyzed using content analysis. Findings: As a result of the research, it was seen that most of the classroom teachers did not implement separate practices for inclusion students, using methods such as direct instruction, question-answer, and discussion in social studies lessons. Inclusion students stated that distance education was mostly negative, lacked social interaction, was boring, did not provide an interactive environment, and incomplete learning was experienced. According to the parents opinions, it was concluded that students did not participate in social studies lessons, had learning gaps, the course was not presented appropriately for the student, teacher did not provide additional support for their children, and distance education caused attention deficits in their children. Highlights: From all stakeholder perspectives, it was concluded that distance education mostly had negative effects on inclusion students. Additionally, both teachers and parents frequently expressed that the implemented practices during the pandemic were designed according to typically developing students, resulting in inclusion students being neglected.

 Purpose: The aim of this study is to examine the views of classroom teachers, fourth-grade inclusion students, and parents regarding inclusive practices implemented in social studies lessons during distance education. DesignMethodologyApproach: The research design is case study. The data were obtained from a study group consisting of 15 classroom teachers, 15 inclusion students, and 15 parents during the 2020-2021 academic year. The data collected through semi-structured interview forms were analyzed using content analysis. Findings: As a result of the research, it was seen that most of the classroom teachers did not implement separate practices for inclusion students, using methods such as direct instruction, question-answer, and discussion in social studies lessons. Inclusion students stated that distance education was mostly negative, lacked social interaction, was boring, did not provide an interactive environment, and incomplete learning was experienced. According to the parents opinions, it was concluded that students did not participate in social studies lessons, had learning gaps, the course was not presented appropriately for the student, teacher did not provide additional support for their children, and distance education caused attention deficits in their children. Highlights: From all stakeholder perspectives, it was concluded that distance education mostly had negative effects on inclusion students. Additionally, both teachers and parents frequently expressed that the implemented practices during the pandemic were designed according to typically developing students, resulting in inclusion students being neglected.

 Purpose: The aim of this study is to examine the views of classroom teachers, fourth-grade inclusion students, and parents regarding inclusive practices implemented in social studies lessons during distance education. DesignMethodologyApproach: The research design is case study. The data were obtained from a study group consisting of 15 classroom teachers, 15 inclusion students, and 15 parents during the 2020-2021 academic year. The data collected through semi-structured interview forms were analyzed using content analysis. Findings: As a result of the research, it was seen that most of the classroom teachers did not implement separate practices for inclusion students, using methods such as direct instruction, question-answer, and discussion in social studies lessons. Inclusion students stated that distance education was mostly negative, lacked social interaction, was boring, did not provide an interactive environment, and incomplete learning was experienced. According to the parents opinions, it was concluded that students did not participate in social studies lessons, had learning gaps, the course was not presented appropriately for the student, teacher did not provide additional support for their children, and distance education caused attention deficits in their children. Highlights: From all stakeholder perspectives, it was concluded that distance education mostly had negative effects on inclusion students. Additionally, both teachers and parents frequently expressed that the implemented practices during the pandemic were designed according to typically developing students, resulting in inclusion students being neglected.

Makale detayları

An Examination of Views of Teachers, Students, and Parents on Inclusive Practices in Social Studies Lessons During Distance Education

Yazarlar:

Zeynep Başkan İşler | Midarbi Cihangir Doğan | Nurcan Şener

Yayıncı:

Kastamonu University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 4, pp.612-629

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330389

pISSN:

2147-9844

Inclusive education

Social studies education

Distance education

Individuals with special needs

Sayı

Makale detayları

An Examination of Views of Teachers, Students, and Parents on Inclusive Practices in Social Studies Lessons During Distance Education

Yazarlar: Zeynep Başkan İşler | Midarbi Cihangir Doğan | Nurcan Şener

Yayıncı: Kastamonu University

Ana Başlıklar: Sosyal Bilgiler Eğitimi

Dergi: Kastamonu Eğitim Dergisi Vol.32 Issue 4, pp.612-629

Belge Tipi: Makale

Yayın Tarihi: 10/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001330389

pISSN: 2147-9844

Inclusive education

Social studies education

Distance education

Individuals with special needs

Sayı

Yazarlar:

Zeynep Başkan İşler | Midarbi Cihangir Doğan | Nurcan Şener

Yayıncı:

Kastamonu University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 4, pp.612-629

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330389

pISSN:

2147-9844