An Examination of the Educational Assessment and Diagnosis Process of Syrian Migrant Students with Special Needs from the Perspectives of Classroom Teachers and Guidance and Research Center Staff

Abdulkadir Kocaoğlu; Nevin Güner

Makale detayları

An Examination of the Educational Assessment and Diagnosis Process of Syrian Migrant Students with Special Needs from the Perspectives of Classroom Teachers and Guidance and Research Center Staff

Yazarlar:

Abdulkadir Kocaoğlu | Nevin Güner

Yayıncı:

Harran University

Ana Başlıklar:

Uygulamalı Bilgi İşleme (Diğer)

Dergi:

Harran Maarif Dergisi Vol.9 Issue 2, pp.194-237

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334676

pISSN:

2564-761X

Anahtar kelimeler:

Özet:

 Although Türkiye hosts the largest Syrian migrant population globally, there is limited research in the literature focusing on Syrian migrant students with special needs SMSSNs and their education. The aim of this study is to examine the educational assessment and diagnosis process of SMSSNs enrolled in a primary school within a Temporary Accommodation Center. The study focuses on the perspectives of classroom teachers and the Guidance and Research Center GRC staff. This research aims to uncover how classroom teachers recognize these students, what steps they take after recognition, and how the referral process to the GRC occurs; it also explores how GRC staff conduct the educational assessment and diagnosis of SMSSNs, the challenges they face during this process, and their recommendations. This study is designed as a case study using a qualitative research method. The data were collected through semi-structured interviews and analyzed descriptively. According to the results, language and cultural differences, are identified as the root causes of many problems faced by both participant groups. Additionally, although classroom teachers play an active role in referring students to the GRC, their lack of involvement in the subsequent processes complicates the situation. The GRC staff also encounter challenges due to the lack of culturally and linguistically sensitive tools in the educational assessment of SMSSNs, making it difficult to refer these students to appropriate educational settings. The findings are discussed in comparison with the existing literature, and various recommendations are provided.

 Although Türkiye hosts the largest Syrian migrant population globally, there is limited research in the literature focusing on Syrian migrant students with special needs SMSSNs and their education. The aim of this study is to examine the educational assessment and diagnosis process of SMSSNs enrolled in a primary school within a Temporary Accommodation Center. The study focuses on the perspectives of classroom teachers and the Guidance and Research Center GRC staff. This research aims to uncover how classroom teachers recognize these students, what steps they take after recognition, and how the referral process to the GRC occurs; it also explores how GRC staff conduct the educational assessment and diagnosis of SMSSNs, the challenges they face during this process, and their recommendations. This study is designed as a case study using a qualitative research method. The data were collected through semi-structured interviews and analyzed descriptively. According to the results, language and cultural differences, are identified as the root causes of many problems faced by both participant groups. Additionally, although classroom teachers play an active role in referring students to the GRC, their lack of involvement in the subsequent processes complicates the situation. The GRC staff also encounter challenges due to the lack of culturally and linguistically sensitive tools in the educational assessment of SMSSNs, making it difficult to refer these students to appropriate educational settings. The findings are discussed in comparison with the existing literature, and various recommendations are provided.

 Although Türkiye hosts the largest Syrian migrant population globally, there is limited research in the literature focusing on Syrian migrant students with special needs SMSSNs and their education. The aim of this study is to examine the educational assessment and diagnosis process of SMSSNs enrolled in a primary school within a Temporary Accommodation Center. The study focuses on the perspectives of classroom teachers and the Guidance and Research Center GRC staff. This research aims to uncover how classroom teachers recognize these students, what steps they take after recognition, and how the referral process to the GRC occurs; it also explores how GRC staff conduct the educational assessment and diagnosis of SMSSNs, the challenges they face during this process, and their recommendations. This study is designed as a case study using a qualitative research method. The data were collected through semi-structured interviews and analyzed descriptively. According to the results, language and cultural differences, are identified as the root causes of many problems faced by both participant groups. Additionally, although classroom teachers play an active role in referring students to the GRC, their lack of involvement in the subsequent processes complicates the situation. The GRC staff also encounter challenges due to the lack of culturally and linguistically sensitive tools in the educational assessment of SMSSNs, making it difficult to refer these students to appropriate educational settings. The findings are discussed in comparison with the existing literature, and various recommendations are provided.

 Türkiye, küresel düzeyde en büyük Suriyeli göçmen nüfusuna ev sahipliği yapmasına karşın, alanyazında Suriyeli özel gereksinimli göçmen öğrenciler SÖGGÖ ve bu öğrencilerin eğitimlerini konu alan sınırlı sayıda araştırma bulunmaktadır. Bu çalışmanın amacı, Suriyeli göçmenlerin yaşamlarını sürdürmeleri için kurulan Geçici Barınma Merkezindeki bir ilkokulda öğrenim gören SÖGGÖlerin eğitsel değerlendirme ve tanılama sürecini sınıf öğretmenleri ve Rehberlik ve Araştırma Merkezi RAM personeli görüşleri doğrultusunda incelemektir. Sınıf öğretmenlerinin bu öğrencileri nasıl fark ettikleri, fark ettikten sonra ne yaptıkları ve RAMa yönlendirme sürecini; RAM personelinin ise SÖGGÖlerin eğitsel değerlendirme ve tanılama sürecini nasıl yürüttüğünü, bu süreçte karşılaştıkları sorunları ve personelin önerilerini ortaya çıkarmayı hedefleyen bu çalışma, nitel araştırma yöntemi desenlerinden durum çalışması olarak tasarlanmıştır. Araştırmanın verileri, yarı yapılandırılmış görüşme formu aracılığıyla yapılan görüşmelerle toplanmış ve betimsel olarak analiz edilmiştir. Çalışmanın sonuçlarına göre, dil ve kültür farklılıkları her iki katılımcı grubunun da yaşadığı birçok sorunun temel nedeni olarak öne çıkmaktadır. Ayrıca sınıf öğretmenlerinin RAMa yönlendirme sürecinde aktif rol almasına rağmen RAMdaki sürece katılım göstermemeleri bu süreci zorlaştırmaktadır. RAM personelinin ise SÖGGÖlerin eğitsel değerlendirme sürecinde kullandıkları araçların dil ve kültüre duyarlı olmaması nedeniyle zorluk yaşadıkları görülmektedir. Bu durum, SÖGGÖleri uygun eğitim ortamına yönlendirmeyi zorlaştırmaktadır. Elde edilen sonuçlar, ilgili alanyazınla karşılaştırılarak tartışılmış ve çeşitli öneriler sunulmuştur.

Makale detayları

An Examination of the Educational Assessment and Diagnosis Process of Syrian Migrant Students with Special Needs from the Perspectives of Classroom Teachers and Guidance and Research Center Staff

Yazarlar:

Abdulkadir Kocaoğlu | Nevin Güner

Yayıncı:

Harran University

Ana Başlıklar:

Uygulamalı Bilgi İşleme (Diğer)

Dergi:

Harran Maarif Dergisi Vol.9 Issue 2, pp.194-237

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334676

pISSN:

2564-761X

Syrian migrant student with special needs

culturally and linguistically diverse guidance and research center

educational assessment and diagnosis

temporary accommodation centerSuriyeli göçmen özel gereksinimli öğrenci

dil ve kültür farklılığı

rehberlik ve araştırma merkezi

eğitsel değerlendirme ve tanılama

geçici barınma merkezi

Sayı

Makale detayları

Yazarlar: Abdulkadir Kocaoğlu | Nevin Güner

Yayıncı: Harran University

Ana Başlıklar: Uygulamalı Bilgi İşleme (Diğer)

Dergi: Harran Maarif Dergisi Vol.9 Issue 2, pp.194-237

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001334676

pISSN: 2564-761X

Sayı

Yazarlar:

Abdulkadir Kocaoğlu | Nevin Güner

Yayıncı:

Harran University

Ana Başlıklar:

Uygulamalı Bilgi İşleme (Diğer)

Dergi:

Harran Maarif Dergisi Vol.9 Issue 2, pp.194-237

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334676

pISSN:

2564-761X