Social Studies Teachers' Experiences Regarding Resource Room Applications

İdris Kınasakal; Abdulkerim Demir; Selahattin Kaymakcı

Makale detayları

Social Studies Teachers' Experiences Regarding Resource Room Applications

Yazarlar:

İdris Kınasakal | Abdulkerim Demir | Selahattin Kaymakcı

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.938-988

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303540

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 The practice known as the Resource Room RER involves providing students who continue their education through inclusionintegration and gifted students with special educational needs with instruction outside regular school hours, in environments equipped with special tools and resources, tailored to their specific needs. The primary goal of the RER application is to ensure that students receive education at the level of their peers, considering their individual requirements. One of the subjects in which RER applications are carried out is the social studies class. The purpose of this research is to uncover the experiences of social studies teachers regarding Resource Room Training RERT. This qualitative study, employing a phenomenological approach within its scope, was conducted during the 2021-2022 academic year with a total of 50 social studies teachers working in the central district of Karabük. A semi-structured interview form developed by the researchers was used as the data collection tool. The collected data were analyzed using descriptive analysis techniques. One of the most notable findings of the study is that a significant portion of teachers had not received any training related to students during their undergraduate education or throughout their professional careers. Despite facing various challenges during the training sessions and placing great emphasis on parentteacher communication during RERT, teachers still found these training sessions beneficial. Additionally, it was determined that, despite the legal requirement for RERs in schools with students in need of special education, some schools did not have RERs, and in schools where RERs were established, they were lacking in terms of physical conditions and materials. Based on the research findings, it can be recommended that special education teachers be assigned to these training sessions in order to enhance the efficiency of RER applications. This can help mitigate many of the issues encountered within RERs.

 The practice known as the Resource Room RER involves providing students who continue their education through inclusionintegration and gifted students with special educational needs with instruction outside regular school hours, in environments equipped with special tools and resources, tailored to their specific needs. The primary goal of the RER application is to ensure that students receive education at the level of their peers, considering their individual requirements. One of the subjects in which RER applications are carried out is the social studies class. The purpose of this research is to uncover the experiences of social studies teachers regarding Resource Room Training RERT. This qualitative study, employing a phenomenological approach within its scope, was conducted during the 2021-2022 academic year with a total of 50 social studies teachers working in the central district of Karabük. A semi-structured interview form developed by the researchers was used as the data collection tool. The collected data were analyzed using descriptive analysis techniques. One of the most notable findings of the study is that a significant portion of teachers had not received any training related to students during their undergraduate education or throughout their professional careers. Despite facing various challenges during the training sessions and placing great emphasis on parentteacher communication during RERT, teachers still found these training sessions beneficial. Additionally, it was determined that, despite the legal requirement for RERs in schools with students in need of special education, some schools did not have RERs, and in schools where RERs were established, they were lacking in terms of physical conditions and materials. Based on the research findings, it can be recommended that special education teachers be assigned to these training sessions in order to enhance the efficiency of RER applications. This can help mitigate many of the issues encountered within RERs.

 The practice known as the Resource Room RER involves providing students who continue their education through inclusionintegration and gifted students with special educational needs with instruction outside regular school hours, in environments equipped with special tools and resources, tailored to their specific needs. The primary goal of the RER application is to ensure that students receive education at the level of their peers, considering their individual requirements. One of the subjects in which RER applications are carried out is the social studies class. The purpose of this research is to uncover the experiences of social studies teachers regarding Resource Room Training RERT. This qualitative study, employing a phenomenological approach within its scope, was conducted during the 2021-2022 academic year with a total of 50 social studies teachers working in the central district of Karabük. A semi-structured interview form developed by the researchers was used as the data collection tool. The collected data were analyzed using descriptive analysis techniques. One of the most notable findings of the study is that a significant portion of teachers had not received any training related to students during their undergraduate education or throughout their professional careers. Despite facing various challenges during the training sessions and placing great emphasis on parentteacher communication during RERT, teachers still found these training sessions beneficial. Additionally, it was determined that, despite the legal requirement for RERs in schools with students in need of special education, some schools did not have RERs, and in schools where RERs were established, they were lacking in terms of physical conditions and materials. Based on the research findings, it can be recommended that special education teachers be assigned to these training sessions in order to enhance the efficiency of RER applications. This can help mitigate many of the issues encountered within RERs.

 Kaynaştırma veya bütünleştirme yoluyla eğitimini sürdüren öğrenciler ile özel eğitim ihtiyacı olan üstün yetenekli öğrencilerin ihtiyaç duydukları alanlarda okul saatinde dersten alınarak, özel araç-gereçler ile donatılmış ortamlarda eğitim görmelerine Destek Eğitim Odası DEO uygulaması denilmektedir. DEO uygulamasında ana hedef, öğrencilerin ihtiyaçlarından hareketle akranları düzeyinde eğitim almalarını sağlamaktır. DEO uygulamalarının yürütüldüğü derslerden biri de sosyal bilgiler dersidir. Bu araştırmanın amacı sosyal bilgiler öğretmenlerinin Destek Eğitim Odası Eğitimlerine DEOE yönelik deneyimlerini ortaya çıkarmaktır. Nitel metodoloji kapsamında fenomenolojik yaklaşımın kullanıldığı araştırma 2021-2022 eğitim-öğretim yılında, Karabük il merkezinde çalışmakta olan toplam 50 sosyal bilgiler öğretmeniyle yürütülmüştür. Veri toplama aracı olarak araştırmacılar tarafından geliştirilmiş olan yarı yapılandırılmış görüşme formu kullanılmıştır. Toplanan veriler betimsel analiz tekniği ile çözümlenmiştir. Araştırmanın en dikkat çekici sonuçları, öğretmenlerin büyük bir bölümünün lisans eğitimleri süresince ya da bugüne kadarki mesleki yaşantıları boyunca özel eğitim öğrencilerine yönelik herhangi bir eğitim almamış olmaları, eğitimler sırasında aileveli iletişimine özen göstermeleri ve DEOE sırasında birçok zorlukla karşılaşmalarına rağmen yine de bu eğitimleri yararlı bulmalarıdır. Ayrıca özel eğitim öğrencisi olan okullarda mevzuat gereği DEO açılması zorunlu olmasına rağmen bazı okullarda DEO açılmadığı, açılan okullarda ise DEOların fiziksel koşullar ve materyal bakımından yetersiz olduğu sonucuna ulaşılmıştır. Araştırma sonuçlarından hareketle DEO uygulamasından daha fazla verim almak için öncelikle özel eğitim öğretmenlerinin bu eğitimlerde görevlendirilmesi gerektiği önerilebilir. Bu sayede DEOlarda yaşanan pek çok sorunun önüne geçilebilir.

Makale detayları

Social Studies Teachers' Experiences Regarding Resource Room Applications

Yazarlar:

İdris Kınasakal | Abdulkerim Demir | Selahattin Kaymakcı

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.938-988

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303540

pISSN:

2148-2314

Resource Room

Inclusion Practice

Individual with Special Educational Needs

Social Studies

TeacherDestek Eğitim Odası

Kaynaştırma Uygulaması

Özel Gereksinimli Öğrenci

Sosyal Bilgiler

Öğretmen

Sayı

Makale detayları

Yazarlar: İdris Kınasakal | Abdulkerim Demir | Selahattin Kaymakcı

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Sosyal Bilgiler Eğitimi

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.938-988

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001303540

pISSN: 2148-2314

Sayı

Yazarlar:

İdris Kınasakal | Abdulkerim Demir | Selahattin Kaymakcı

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.2023 Issue 21, pp.938-988

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303540

pISSN:

2148-2314