Teachers' Opinions on Collaboration in Intervention of Problem Behavior of Students with Special Needs in Primary School Classes with Inclusion/Integration Practices

Hasan Hüseyin Yıldırım; Yıldıray Kılıç

Makale detayları

Teachers' Opinions on Collaboration in Intervention of Problem Behavior of Students with Special Needs in Primary School Classes with Inclusion/Integration Practices

Yazarlar:

Hasan Hüseyin Yıldırım | Yıldıray Kılıç

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitimde Program Geliştirme | Öğretmen ve Öğrenci Refahı

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.13 Issue 1, pp.66-76

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001309641

pISSN:

1694-7215

Anahtar kelimeler:

Özet:

 The aim of this study is to determine teachers views on collaboration in intervening in the problem behaviors of students with special needs in primary school classes where inclusionintegration practices are carried out. In line with this purpose, the research was conducted as a case study from qualitative research methods and was carried out as a holistic single case study. Purposive sampling method was used to determine the participants of the study. In this sense, 20 teachers who had students who were subjected to mainstreaming in the schools where they worked and who voluntarily participated in the research were included in the study. The data were collected through semi-structured interview questions. The data obtained were analyzed by content analysis. As a result of the research, teachers views on cooperation in intervening in the problem behaviors of students with special needs attending general education classes were grouped under four main themes. These themes are problem behaviors of students with special needs, needs related to problem behaviors of students with special needs, effects of collaboration, expectations and suggestions. At the end of the study, teachers stated that students exhibited problem behaviors in the classroom such as spitting, asking for the floor without raising their fingers, being violent towards their classmates and having crying spells. They also reported that most of the teachers did not have the knowledge and competencies to intervene in the problem behaviors of students with special needs, so collaboration would not be possible without this competence. Regarding the effects of collaboration, they mentioned preventing problem behaviors that harm the student and the class, ensuring the students adaptation to the school culture, and ensuring cooperation among teachers. Finally, they expressed their expectations and suggestions regarding teacher-family cooperation, teacher-school administrator cooperation, school-university cooperation, family trainings and participation in cooperation.

 The aim of this study is to determine teachers views on collaboration in intervening in the problem behaviors of students with special needs in primary school classes where inclusionintegration practices are carried out. In line with this purpose, the research was conducted as a case study from qualitative research methods and was carried out as a holistic single case study. Purposive sampling method was used to determine the participants of the study. In this sense, 20 teachers who had students who were subjected to mainstreaming in the schools where they worked and who voluntarily participated in the research were included in the study. The data were collected through semi-structured interview questions. The data obtained were analyzed by content analysis. As a result of the research, teachers views on cooperation in intervening in the problem behaviors of students with special needs attending general education classes were grouped under four main themes. These themes are problem behaviors of students with special needs, needs related to problem behaviors of students with special needs, effects of collaboration, expectations and suggestions. At the end of the study, teachers stated that students exhibited problem behaviors in the classroom such as spitting, asking for the floor without raising their fingers, being violent towards their classmates and having crying spells. They also reported that most of the teachers did not have the knowledge and competencies to intervene in the problem behaviors of students with special needs, so collaboration would not be possible without this competence. Regarding the effects of collaboration, they mentioned preventing problem behaviors that harm the student and the class, ensuring the students adaptation to the school culture, and ensuring cooperation among teachers. Finally, they expressed their expectations and suggestions regarding teacher-family cooperation, teacher-school administrator cooperation, school-university cooperation, family trainings and participation in cooperation.

 The aim of this study is to determine teachers views on collaboration in intervening in the problem behaviors of students with special needs in primary school classes where inclusionintegration practices are carried out. In line with this purpose, the research was conducted as a case study from qualitative research methods and was carried out as a holistic single case study. Purposive sampling method was used to determine the participants of the study. In this sense, 20 teachers who had students who were subjected to mainstreaming in the schools where they worked and who voluntarily participated in the research were included in the study. The data were collected through semi-structured interview questions. The data obtained were analyzed by content analysis. As a result of the research, teachers views on cooperation in intervening in the problem behaviors of students with special needs attending general education classes were grouped under four main themes. These themes are problem behaviors of students with special needs, needs related to problem behaviors of students with special needs, effects of collaboration, expectations and suggestions. At the end of the study, teachers stated that students exhibited problem behaviors in the classroom such as spitting, asking for the floor without raising their fingers, being violent towards their classmates and having crying spells. They also reported that most of the teachers did not have the knowledge and competencies to intervene in the problem behaviors of students with special needs, so collaboration would not be possible without this competence. Regarding the effects of collaboration, they mentioned preventing problem behaviors that harm the student and the class, ensuring the students adaptation to the school culture, and ensuring cooperation among teachers. Finally, they expressed their expectations and suggestions regarding teacher-family cooperation, teacher-school administrator cooperation, school-university cooperation, family trainings and participation in cooperation.

 Bu araştırmanın amacı kaynaştırmabütünleştirme uygulamaları yapılan ilkokul sınıflarındaki özel gereksinimli öğrencilerin problem davranışlarına müdahalede iş birliğine yönelik öğretmen görüşlerini belirlemektir. Bu amaç doğrultusunda araştırma, nitel araştırma yöntemlerinden durum çalışması olarak gerçekleştirilmiştir. Araştırmanın katılımcılarının belirlenmesinde amaçlı örnekleme yöntemi kullanılmıştır. Bu anlamda kaynaştırmabütünleştirme uygulamaları yapılan ilkokul sınıflarında görev yapan ve araştırmaya gönüllü olarak katılan 20 öğretmen araştırmaya dahil edilmiştir. Araştırmanın verileri yarı yapılandırılmış görüşme soruları ile toplanmıştır. Elde edilen veriler içerik analizi ile analiz edilmiştir. Araştırma sonucunda öğretmenlerin kaynaştırmabütünleştirme uygulamaları yapılan ilkokul sınıflarındaki özel gereksinimli öğrencilerin problem davranışlarına müdahalede iş birliğine ilişkin görüşleri dört ana tema altında toplanmıştır. Bu temalar; özel gereksinimli öğrencilerin problem davranışları, özel gereksinimi olan öğrencilerin problem davranışlarına ilişkin ihtiyaçlar, iş birliğinin etkileri, beklenti ve önerilerdir. Araştırmanın sonunda öğretmenler, öğrencilerin sınıf içinde; tükürme, parmak kaldırmadan söz isteme, sınıf arkadaşlarına şiddet eğiliminde olma ve ağlama krizlerine girme gibi problem davranışlar sergilediklerini belirtmişlerdir. Ayrıca öğretmenlerin çoğunun özel gereksinimli öğrencilerin problem davranışlarına müdahale edebilecek bilgi ve yeterliliklerinin olmadığı, bu yüzden de bu yeterlilikten yoksun bir şekilde iş birliğinin mümkün olamayacağını bildirmişlerdir. İş birliğinin etkilerine ilişkin olarak öğrenciye ve sınıfa zarar veren problem davranışları önlemek, öğrencinin okul kültürüne uyumunu sağlamak ve öğretmenlerin de yardımlaşmasını sağlamak olarak değinmişlerdir. Son olarak öğretmen-aile iş birliği, öğretmen-okul yöneticisi iş birliği, okul-üniversite iş birliği, aile eğitimleri ve iş birliğine katılımlarına yönelik olarak beklenti ve önerilerini dile getirmişlerdir.

Makale detayları

Teachers' Opinions on Collaboration in Intervention of Problem Behavior of Students with Special Needs in Primary School Classes with Inclusion/Integration Practices

Yazarlar:

Hasan Hüseyin Yıldırım | Yıldıray Kılıç

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitimde Program Geliştirme | Öğretmen ve Öğrenci Refahı

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.13 Issue 1, pp.66-76

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001309641

pISSN:

1694-7215

Collaboration

problem behavior

student with special needs

classroom teacher

case studyİş birliği

problem davranış

özel gereksinimli öğrenci

sınıf öğretmeni

durum çalışması

Sayı

Makale detayları

Yazarlar: Hasan Hüseyin Yıldırım | Yıldıray Kılıç

Yayıncı: Kyrgyz-Turkish Manas University

Ana Başlıklar: Eğitimde Program Geliştirme | Öğretmen ve Öğrenci Refahı

Dergi: MANAS Sosyal Araştırmalar Dergisi Vol.13 Issue 1, pp.66-76

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001309641

pISSN: 1694-7215

Sayı

Yazarlar:

Hasan Hüseyin Yıldırım | Yıldıray Kılıç

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitimde Program Geliştirme | Öğretmen ve Öğrenci Refahı

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.13 Issue 1, pp.66-76

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001309641

pISSN:

1694-7215