The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers' Opinions about the Importance of Instructional Adaptations

Emrah Bilgiç; Emine Sema Batu

Makale detayları

The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers' Opinions about the Importance of Instructional Adaptations

Yazarlar:

Emrah Bilgiç | Emine Sema Batu

Yayıncı:

Ankara University

Ana Başlıklar:

Kapsayıcı Eğitim

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.401-418

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297965

pISSN:

1304-7639

Anahtar kelimeler:

Özet:

 Introduction: Adaptations must be made by teachers for students with Special Educational Needs SEN to take part in the successful inclusion practices SIP process and to ensure effective teaching. However, teachers struggle to make adaptations for various reasons during the instructional process, either finding it difficult to make adequate adaptations or being unable to make any adaptations at all. For this reason, there is a problem with the realization of the SIP, and the educational needs of the students with SEN cannot be met properly. The study aims to examine the effect of an information package application IPA prepared on instructional adaptations IA for classroom teachers on teachers opinions on the importance of IA. Method: In the study, mixed method and multi-stage mixed design were used as the research design. The research consists of five stages: i. Determination of opinion requirement before SIP, ii. SIP preparation and implementation, iii. determination of SIP effectiveness, iv. determination of social validity related to SIP, and v. Stage: Monitoring phase respectively. The participants of the study are primary school class teachers from Hendek district of Sakarya province, who have students with SEN in their class 60 Experimental group: n  30, control group: n  30 in the quantitative dimension, 31 teachers in the qualitative dimension. The qualitative data of the research was obtained through focus group interviews FGI. Quantitative dimension data of the research was obtained by using the Scale of Instructional Adaptations for Inclusion SIMI; social validity data were obtained by using the Social Validity Form; and the data containing personal information was obtained by using the demographic information form. Findings: The findings of the research indicate that the implementation of the IPA has positively changed teachers opinions regarding the importance of individualized education. Social validity determination findings of the study show that teachers find the IPA performed useful and functional. Discussion: The research findings have been discussed within the framework of the relevant literature, and recommendations and limitations related to the study have been stated.

 Introduction: Adaptations must be made by teachers for students with Special Educational Needs SEN to take part in the successful inclusion practices SIP process and to ensure effective teaching. However, teachers struggle to make adaptations for various reasons during the instructional process, either finding it difficult to make adequate adaptations or being unable to make any adaptations at all. For this reason, there is a problem with the realization of the SIP, and the educational needs of the students with SEN cannot be met properly. The study aims to examine the effect of an information package application IPA prepared on instructional adaptations IA for classroom teachers on teachers opinions on the importance of IA. Method: In the study, mixed method and multi-stage mixed design were used as the research design. The research consists of five stages: i. Determination of opinion requirement before SIP, ii. SIP preparation and implementation, iii. determination of SIP effectiveness, iv. determination of social validity related to SIP, and v. Stage: Monitoring phase respectively. The participants of the study are primary school class teachers from Hendek district of Sakarya province, who have students with SEN in their class 60 Experimental group: n  30, control group: n  30 in the quantitative dimension, 31 teachers in the qualitative dimension. The qualitative data of the research was obtained through focus group interviews FGI. Quantitative dimension data of the research was obtained by using the Scale of Instructional Adaptations for Inclusion SIMI; social validity data were obtained by using the Social Validity Form; and the data containing personal information was obtained by using the demographic information form. Findings: The findings of the research indicate that the implementation of the IPA has positively changed teachers opinions regarding the importance of individualized education. Social validity determination findings of the study show that teachers find the IPA performed useful and functional. Discussion: The research findings have been discussed within the framework of the relevant literature, and recommendations and limitations related to the study have been stated.

 Introduction: Adaptations must be made by teachers for students with Special Educational Needs SEN to take part in the successful inclusion practices SIP process and to ensure effective teaching. However, teachers struggle to make adaptations for various reasons during the instructional process, either finding it difficult to make adequate adaptations or being unable to make any adaptations at all. For this reason, there is a problem with the realization of the SIP, and the educational needs of the students with SEN cannot be met properly. The study aims to examine the effect of an information package application IPA prepared on instructional adaptations IA for classroom teachers on teachers opinions on the importance of IA. Method: In the study, mixed method and multi-stage mixed design were used as the research design. The research consists of five stages: i. Determination of opinion requirement before SIP, ii. SIP preparation and implementation, iii. determination of SIP effectiveness, iv. determination of social validity related to SIP, and v. Stage: Monitoring phase respectively. The participants of the study are primary school class teachers from Hendek district of Sakarya province, who have students with SEN in their class 60 Experimental group: n  30, control group: n  30 in the quantitative dimension, 31 teachers in the qualitative dimension. The qualitative data of the research was obtained through focus group interviews FGI. Quantitative dimension data of the research was obtained by using the Scale of Instructional Adaptations for Inclusion SIMI; social validity data were obtained by using the Social Validity Form; and the data containing personal information was obtained by using the demographic information form. Findings: The findings of the research indicate that the implementation of the IPA has positively changed teachers opinions regarding the importance of individualized education. Social validity determination findings of the study show that teachers find the IPA performed useful and functional. Discussion: The research findings have been discussed within the framework of the relevant literature, and recommendations and limitations related to the study have been stated.

 Giriş: Özel gereksinimli öğrencilerin ÖGÖ başarılı kaynaştırma uygulamaları BKU sürecinde yer alabilmeleri ve etkili öğretimin sağlanabilmesi için öğretmenler tarafından uyarlamaların gerçekleştirilmesi çok önemlidir. Ancak öğretmenler öğretim sürecinde çeşitli nedenlerle uyarlama yapmakta zorlanmakta ya yetersiz uyarlama yapmakta ya da hiç uyarlama yapamamaktadır. Bu nedenle BKU gerçekleştirilmesinde sorun yaşanmakta ve ÖGÖlerin eğitim gereksinimleri gerektiği gibi karşılanamamaktadır. Araştırmanın amacı, sınıf öğretmenlerine yönelik öğretimsel uyarlamalar ÖU konusunda hazırlanan bir bilgilendirme paketi uygulamasının BPU, öğretmenlerin ÖUnun önemine ilişkin görüşleri üzerindeki etkisinin incelenmesidir. Yöntem: Araştırmada karma yöntem, araştırma deseni olarak çok aşamalı karma desen kullanılmıştır. Araştırma sırasıyla; i. BPU öncesi görüş gereksinim belirleme, ii. BPU hazırlanması ve uygulanması öğretmen eğitimi, iii. BPU etkililiğinin belirlenmesi, iv. BPUya ilişkin sosyal geçerlik belirlenmesi ve v. Aşama: İzleme aşaması olmak üzere beş aşamadan oluşmaktadır. Araştırmanın katılımcıları; Sakarya ili Hendek ilçesinde, sınıfında ÖGÖ bulunan nicel boyutta 60 Deney grubu: n  30, kontrol grubu: n  30 kişi, nitel boyutta 31 kişi ilkokul sınıf öğretmenleridir. Araştırmanın nitel boyut verileri odak grup görüşmeleriyle OGG, nicel boyut verileri; Kaynaştırmaya İlişkin Düzenlemeler Ölçeği KİDO kullanılarak, sosyal geçerlik verileri Sosyal Geçerlik Formu kullanılarak ve kişisel bilgilerin yer aldığı veriler ise demografik bilgi formu kullanılarak elde edilmiştir. Bulgular: Araştırmanın bulguları; sınıf öğretmenlerine yönelik hazırlanan BPUnun, ÖUnun önemine ilişkin öğretmen görüşlerinin pozitif yönde değişmesinde etkili olduğu sonucunu göstermektedir. Araştırmanın sosyal geçerlik belirleme bulguları ise öğretmenlerin gerçekleştirilen BPUyu yararlı ve işlevsel bulduklarını göstermektedir. Tartışma: Araştırma sonucu elde edilen bulgular alanyazın çerçevesinde tartışılmış, araştırmaya ilişkin öneriler ve sınırlılıklar belirtilmiştir.

Makale detayları

The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers' Opinions about the Importance of Instructional Adaptations

Yazarlar:

Emrah Bilgiç | Emine Sema Batu

Yayıncı:

Ankara University

Ana Başlıklar:

Kapsayıcı Eğitim

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.401-418

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297965

pISSN:

1304-7639

Instructional adaptations

teacher training

successful inclusion practices

effective teaching

mixed method

students with special educational needs

teacher opinionsÖğretimsel uyarlamalar

öğretmen eğitimi

başarılı kaynaştırma uygulamaları

etkili öğretim

karma yöntem

özel gereksinimli öğrenciler

öğretmen görüşleri

Sayı

Makale detayları

Yazarlar: Emrah Bilgiç | Emine Sema Batu

Yayıncı: Ankara University

Ana Başlıklar: Kapsayıcı Eğitim

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.401-418

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001297965

pISSN: 1304-7639

Sayı

Yazarlar:

Emrah Bilgiç | Emine Sema Batu

Yayıncı:

Ankara University

Ana Başlıklar:

Kapsayıcı Eğitim

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.401-418

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297965

pISSN:

1304-7639