“Inclusive Education” from Idea to Practicability: Evaluation from the Perspective of Prospective Psychological Counselors

Saadet Zoraloğlu

Makale detayları

“Inclusive Education” from Idea to Practicability: Evaluation from the Perspective of Prospective Psychological Counselors

Yazarlar:

Saadet Zoraloğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Kapsayıcı Eğitim

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2089-2123

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353422

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 In this study, a structured process was implemented to enable prospective psychological counselors to acquire the knowledge and skills necessary for inclusive education, and to evaluate its practicability. To achieve this aim, the research was designed using a case study approach, one of the qualitative research methods. The study group consisted of 24 prospective psychological counselors selected through criterion sampling. Data were collected through focus group interviews and researcher-generated documents. These documents included action plans created by participants in response to four different case scenarios developed by the researcher in accordance with the studys objectives. The case scenarios were based on situations involving students in the primary school context, representing the first stage of compulsory and formal education. The data obtained from these sources were analyzed using content analysis. The findings were categorized under four main themes. In the first theme, participants conceptualized inclusive education as an effort-intensive practice that ensures justice. In the second theme, participants shared observations from their practicum schools that both aligned and conflicted with inclusive education principles, concluding that non-inclusive attitudes and practices were more prevalent. The final theme focused on participants evaluations of what makes inclusive education feasible. Referring to their own action plans, participants emphasized that inclusive education is indeed implementable, provided that certain conditions are met. These conditions include the establishment of appropriate policies, the reform of teacher education systems, the enhancement of in-service training processes, and active collaboration among stakeholders.

 In this study, a structured process was implemented to enable prospective psychological counselors to acquire the knowledge and skills necessary for inclusive education, and to evaluate its practicability. To achieve this aim, the research was designed using a case study approach, one of the qualitative research methods. The study group consisted of 24 prospective psychological counselors selected through criterion sampling. Data were collected through focus group interviews and researcher-generated documents. These documents included action plans created by participants in response to four different case scenarios developed by the researcher in accordance with the studys objectives. The case scenarios were based on situations involving students in the primary school context, representing the first stage of compulsory and formal education. The data obtained from these sources were analyzed using content analysis. The findings were categorized under four main themes. In the first theme, participants conceptualized inclusive education as an effort-intensive practice that ensures justice. In the second theme, participants shared observations from their practicum schools that both aligned and conflicted with inclusive education principles, concluding that non-inclusive attitudes and practices were more prevalent. The final theme focused on participants evaluations of what makes inclusive education feasible. Referring to their own action plans, participants emphasized that inclusive education is indeed implementable, provided that certain conditions are met. These conditions include the establishment of appropriate policies, the reform of teacher education systems, the enhancement of in-service training processes, and active collaboration among stakeholders.

 In this study, a structured process was implemented to enable prospective psychological counselors to acquire the knowledge and skills necessary for inclusive education, and to evaluate its practicability. To achieve this aim, the research was designed using a case study approach, one of the qualitative research methods. The study group consisted of 24 prospective psychological counselors selected through criterion sampling. Data were collected through focus group interviews and researcher-generated documents. These documents included action plans created by participants in response to four different case scenarios developed by the researcher in accordance with the studys objectives. The case scenarios were based on situations involving students in the primary school context, representing the first stage of compulsory and formal education. The data obtained from these sources were analyzed using content analysis. The findings were categorized under four main themes. In the first theme, participants conceptualized inclusive education as an effort-intensive practice that ensures justice. In the second theme, participants shared observations from their practicum schools that both aligned and conflicted with inclusive education principles, concluding that non-inclusive attitudes and practices were more prevalent. The final theme focused on participants evaluations of what makes inclusive education feasible. Referring to their own action plans, participants emphasized that inclusive education is indeed implementable, provided that certain conditions are met. These conditions include the establishment of appropriate policies, the reform of teacher education systems, the enhancement of in-service training processes, and active collaboration among stakeholders.

 Bu çalışmada, psikolojik danışman adaylarının kapsayıcı eğitime yönelik bilgi ve beceri kazanabilecekleri bir süreç işletilmiş, ardından kapsayıcı eğitimin uygulanabilirliğini değerlendirmişlerdir. Bu amaçla çalışma, nitel yaklaşımlardan durum çalışması yöntemi ile yapılmıştır. Araştırmanın çalışma grubunu ölçüt örneklem yöntemiyle belirlenen 24 psikolojik danışman adayı oluşturmuştur. Veriler odak grup görüşmesi ve araştırmacı tarafından oluşturulan dokümanlar aracılığıyla toplanmıştır. Bu dokümanlar, araştırmanın amacına uygun olarak araştırmacı tarafından oluşturulan dört farklı örnek olaya yönelik katılımcıların hazırladığı eylem planlarıdır. Araştırmacı, örnek olayları zorunlu ve formel eğitimin ilk kademesi olan ilkokul sürecindeki öğrenciler bağlamında hazırlamıştır. Bu kaynaklardan elde edilen veriler içerik analiziyle çözümlenmiştir. Araştırmanın bulguları dört tema altında toplanmıştır. İlk temada katılımcılar kapsayıcı eğitimin çaba gerektiren ve adaleti sağlayan bir kavram olduğunu anladıklarını belirtmişlerdir. İkinci temada katılımcılar, uygulama okulunda kapsayıcı eğitimle örtüşen ve örtüşmeyen bazı gözlemlerinden bahsederek kapsayıcı eğitimin ne kadar uygulandığına yönelik değerlendirmede bulunmuşlardır. Buna göre kapsayıcı eğitimle örtüşmeyen tutum ve uygulamaların fazla olduğunu belirtmişlerdir. Son temada ise, kapsayıcı eğitimin ne ile mümkün olduğunu değerlendirmişlerdir. Buna göre katılımcılar, hazırladıkları eylem planlarını da göz önünde bulundurarak, kapsayıcı eğitimin uygulanabileceğini, ancak bunun için bazı koşulların sağlanması gerektiğini belirtmişlerdir. Bunun için uygun bir politika oluşturulmasına, öğretmen yetiştirme sisteminin düzenlenmesine, hizmet içi eğitim süreçlerinin geliştirilmesine ve paydaşların iş birliğine ihtiyaç vardır.

Makale detayları

“Inclusive Education” from Idea to Practicability: Evaluation from the Perspective of Prospective Psychological Counselors

Yazarlar:

Saadet Zoraloğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Kapsayıcı Eğitim

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2089-2123

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353422

pISSN:

2602-2850

Inclusive education

inclusive education in primary school

prospective psychological counselorsKapsayıcı eğitim

ilkokulda kapsayıcı eğitim

psikolojik danışman adayları

Sayı

Makale detayları

“Inclusive Education” from Idea to Practicability: Evaluation from the Perspective of Prospective Psychological Counselors

Yazarlar: Saadet Zoraloğlu

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Kapsayıcı Eğitim

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2089-2123

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001353422

pISSN: 2602-2850

Inclusive education

inclusive education in primary school

prospective psychological counselorsKapsayıcı eğitim

ilkokulda kapsayıcı eğitim

psikolojik danışman adayları

Sayı

Yazarlar:

Saadet Zoraloğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Kapsayıcı Eğitim

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2089-2123

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353422

pISSN:

2602-2850