Classroom Teachers' Opinions of Inclusive Education

Ceren Çevik Kansu

Makale detayları

Classroom Teachers' Opinions of Inclusive Education

Yazarlar:

Ceren Çevik Kansu

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Sınıf Eğitimi | Kapsayıcı Eğitim

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.31-62

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316753

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the perceptions and opinions of classroom teachers with disadvantaged students in their classrooms towards inclusive education IE. In the study, phenomenology design, one of the qualitative research designs, was used. The research was conducted with a total of 45 classroom teachers with disadvantaged students working in four public schools in Van province. Teachers as participants of the current study were determined according to the criterion sampling method, which is one of the purposeful sampling methods among the non-random sampling types. The research data were obtained from the semi-structured interview forms prepared by the researcher and the researchers observation notes. Content analysis, one of the qualitative research methods, was used to analyze the data. As a result of the analyses of the data, the themes of perspective on the concept of inclusive education, opinions and experiences regarding the implementation of inclusive education and perception of competence in inclusive education and eight sub-themes and categories related to each sub-theme were formed. The frequencies of each category were also included in the findings. As a result of the research, it was seen that the interviewed teachers were able to make adequate definitions of IE. Teachers generally expressed that they had difficulty in adapting methods and techniques and that they had sufficient resources, time and program shortages. In terms of assessment and evaluation, they stated that they mostly used observation-based assessment and gave project and performance tasks. In addition, it was stated that in IE, there are positive situations such as peer support, democratic classroom environment, positive communication, and socialization, as well as negative situations such as taking a long time for education, difficulty in planning, lack of motivation, behavioural disorder, and school attendance problems. In IE, there are also opinions of teachers who feel themselves adequate due to the training they receive, as well as those who find themselves inadequate and that they need more in-service training. Based on the results of the research, theoretical and practical in-service training on IE can be developed.

 The aim of this study is to examine the perceptions and opinions of classroom teachers with disadvantaged students in their classrooms towards inclusive education IE. In the study, phenomenology design, one of the qualitative research designs, was used. The research was conducted with a total of 45 classroom teachers with disadvantaged students working in four public schools in Van province. Teachers as participants of the current study were determined according to the criterion sampling method, which is one of the purposeful sampling methods among the non-random sampling types. The research data were obtained from the semi-structured interview forms prepared by the researcher and the researchers observation notes. Content analysis, one of the qualitative research methods, was used to analyze the data. As a result of the analyses of the data, the themes of perspective on the concept of inclusive education, opinions and experiences regarding the implementation of inclusive education and perception of competence in inclusive education and eight sub-themes and categories related to each sub-theme were formed. The frequencies of each category were also included in the findings. As a result of the research, it was seen that the interviewed teachers were able to make adequate definitions of IE. Teachers generally expressed that they had difficulty in adapting methods and techniques and that they had sufficient resources, time and program shortages. In terms of assessment and evaluation, they stated that they mostly used observation-based assessment and gave project and performance tasks. In addition, it was stated that in IE, there are positive situations such as peer support, democratic classroom environment, positive communication, and socialization, as well as negative situations such as taking a long time for education, difficulty in planning, lack of motivation, behavioural disorder, and school attendance problems. In IE, there are also opinions of teachers who feel themselves adequate due to the training they receive, as well as those who find themselves inadequate and that they need more in-service training. Based on the results of the research, theoretical and practical in-service training on IE can be developed.

 The aim of this study is to examine the perceptions and opinions of classroom teachers with disadvantaged students in their classrooms towards inclusive education IE. In the study, phenomenology design, one of the qualitative research designs, was used. The research was conducted with a total of 45 classroom teachers with disadvantaged students working in four public schools in Van province. Teachers as participants of the current study were determined according to the criterion sampling method, which is one of the purposeful sampling methods among the non-random sampling types. The research data were obtained from the semi-structured interview forms prepared by the researcher and the researchers observation notes. Content analysis, one of the qualitative research methods, was used to analyze the data. As a result of the analyses of the data, the themes of perspective on the concept of inclusive education, opinions and experiences regarding the implementation of inclusive education and perception of competence in inclusive education and eight sub-themes and categories related to each sub-theme were formed. The frequencies of each category were also included in the findings. As a result of the research, it was seen that the interviewed teachers were able to make adequate definitions of IE. Teachers generally expressed that they had difficulty in adapting methods and techniques and that they had sufficient resources, time and program shortages. In terms of assessment and evaluation, they stated that they mostly used observation-based assessment and gave project and performance tasks. In addition, it was stated that in IE, there are positive situations such as peer support, democratic classroom environment, positive communication, and socialization, as well as negative situations such as taking a long time for education, difficulty in planning, lack of motivation, behavioural disorder, and school attendance problems. In IE, there are also opinions of teachers who feel themselves adequate due to the training they receive, as well as those who find themselves inadequate and that they need more in-service training. Based on the results of the research, theoretical and practical in-service training on IE can be developed.

 Bu araştırmanın amacı, sınıfında dezavantajlı grupta öğrencisi bulunan sınıf öğretmenlerinin kapsayıcı eğitime yönelik algılarının ve görüşlerinin incelenmesidir. Araştırmada nitel araştırma desenlerinden olgubilim deseni kullanılmıştır. Araştırma, Van ili içerisinde bulunan dört devlet okulunda çalışan sınıfında dezavantajlı öğrencisi bulunan toplamda 45 sınıf öğretmeni ile gerçekleştirilmiştir. Araştırmaya katılan öğretmenlerin seçiminde seçkisiz olmayan örnekleme türlerinden amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Araştırma verileri araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu ile araştırmacı gözlem notlarından elde edilmiştir. Elde edilen verilerin analizinde nitel araştırmalarda kullanılan içerik analizi yöntemi kullanılmıştır. Araştırmada analizler sonucu kapsayıcı eğitim kavramına ilişkin bakış açısı, kapsayıcı eğitimde uygulamaya yönelik görüş ve deneyimler ile kapsayıcı eğitimde yeterlik algısı temaları ve bunlara ilişkin sekiz alt tema ve her alt temaya ilişkin kategoriler oluşturulmuştur. Araştırma sonucunda, görüşme yapılan öğretmenlerin kapsayıcı eğitimle ilgili yeterli düzeyde tanım yapabildikleri görülmüş; öğretmenler genel olarak yöntem ve teknik uyarlama konusunda zorlandıklarını, yeterli kaynak, zaman, program sıkıntısı çektiklerini dile getirmişlerdir. Ölçme değerlendirme açısından ise daha çok gözleme dayalı değerlendirmeye yer verdikleri, proje ve performans görevleri verdiklerini ifade etmişlerdir. Ayrıca kapsayıcı eğitimde akran desteği, demokratik sınıf ortamı, olumlu yönde iletişim, sosyalleşme gibi olumlu durumlar kadar eğitim öğretimin uzun zaman alması, planlamada zorluk, motivasyon eksikliği, davranış bozukluğu, okula devam sorunu gibi olumsuz durumların da yaşandığı ifade edilmiştir. Kapsayıcı eğitimde öğretmenlerin ise aldıkları eğitimden dolayı yeterli olduğunu düşünen kadar yetersiz olduğunu düşünüp daha çok hizmet içi eğitime ihtiyaç duyduklarını belirten öğretmen görüşleri de yer almaktadır. Araştırma sonuçlarından hareketle, kapsayıcı eğitimle ilgili teorik ve uygulamaya dönük hizmet içi eğitimler geliştirilebilir.

Makale detayları

Classroom Teachers' Opinions of Inclusive Education

Yazarlar:

Ceren Çevik Kansu

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Sınıf Eğitimi | Kapsayıcı Eğitim

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.31-62

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316753

pISSN:

2667-6788

Inclusive education

Disadvantaged group

Classroom teachers’ perceptionsKapsayıcı eğitim

Dezavantajlı grup

Sınıf öğretmeni görüşleri

Sayı

Makale detayları

Classroom Teachers' Opinions of Inclusive Education

Yazarlar: Ceren Çevik Kansu

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Sınıf Eğitimi | Kapsayıcı Eğitim

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.31-62

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001316753

pISSN: 2667-6788

Inclusive education

Disadvantaged group

Classroom teachers’ perceptionsKapsayıcı eğitim

Dezavantajlı grup

Sınıf öğretmeni görüşleri

Sayı

Yazarlar:

Ceren Çevik Kansu

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Sınıf Eğitimi | Kapsayıcı Eğitim

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.31-62

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316753

pISSN:

2667-6788