Investigation of Parents' Experiences about the Inclusive Education of Turkish Students with Special Educational Needs in England

Tansu İnce Çakan

Makale detayları

Investigation of Parents' Experiences about the Inclusive Education of Turkish Students with Special Educational Needs in England

Yazarlar:

Tansu İnce Çakan

Yayıncı:

Mugla Sitki Kocman University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.11 Issue 1, pp.121-137

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001306831

pISSN:

2148-6999

Anahtar kelimeler:

Özet:

 This qualitative study explores the experiences of Turkish parents whose children with special education needs SEN attending inclusive settings in England. Despite a growing interest in inclusive education, international parents perspectives on the effectiveness and quality of such education have received limited attention. The study emphasizes the importance of considering the experiences and perceptions of non-native parents in planning and implementing inclusive programs, as their perspectives contribute to the development of culturally responsive inclusive education. Four Turkish parents participated in semi-structured interviews, revealing five themes related to their experiences with their childrens inclusion. The findings indicate mixed experiences with inclusive education in England, validating some findings from existing literature. The study suggests that living in England had both positive and challenging impacts on the inclusive education of SEN children, and the differences between Turkish and British educational systems presented certain difficulties. Additionally, the professional views towards individuals from different ethnic backgrounds influenced the experiences of Turkish parents living in the UK, as reported by the participants. Taken together, these results stimulate useful considerations to promote better practices in inclusive education.

 This qualitative study explores the experiences of Turkish parents whose children with special education needs SEN attending inclusive settings in England. Despite a growing interest in inclusive education, international parents perspectives on the effectiveness and quality of such education have received limited attention. The study emphasizes the importance of considering the experiences and perceptions of non-native parents in planning and implementing inclusive programs, as their perspectives contribute to the development of culturally responsive inclusive education. Four Turkish parents participated in semi-structured interviews, revealing five themes related to their experiences with their childrens inclusion. The findings indicate mixed experiences with inclusive education in England, validating some findings from existing literature. The study suggests that living in England had both positive and challenging impacts on the inclusive education of SEN children, and the differences between Turkish and British educational systems presented certain difficulties. Additionally, the professional views towards individuals from different ethnic backgrounds influenced the experiences of Turkish parents living in the UK, as reported by the participants. Taken together, these results stimulate useful considerations to promote better practices in inclusive education.

 This qualitative study explores the experiences of Turkish parents whose children with special education needs SEN attending inclusive settings in England. Despite a growing interest in inclusive education, international parents perspectives on the effectiveness and quality of such education have received limited attention. The study emphasizes the importance of considering the experiences and perceptions of non-native parents in planning and implementing inclusive programs, as their perspectives contribute to the development of culturally responsive inclusive education. Four Turkish parents participated in semi-structured interviews, revealing five themes related to their experiences with their childrens inclusion. The findings indicate mixed experiences with inclusive education in England, validating some findings from existing literature. The study suggests that living in England had both positive and challenging impacts on the inclusive education of SEN children, and the differences between Turkish and British educational systems presented certain difficulties. Additionally, the professional views towards individuals from different ethnic backgrounds influenced the experiences of Turkish parents living in the UK, as reported by the participants. Taken together, these results stimulate useful considerations to promote better practices in inclusive education.

 Bu nitel çalışma, İngilterede kaynaştırma sınıflarında eğitim gören özel eğitim gereksinimi ÖEG olan Türk öğrencilerin ebeveynlerinin deneyimlerini araştırmaktadır. Kaynaştırma eğitimine yönelik artan ilgiye rağmen, farklı ülkelerden gelen ebeveynlerin bu tür eğitimin etkililiği ve kalitesine ilişkin bakış açıları sınırlı ilgi görmüştür. Bu çalışma, kaynaştırma programların planlanması ve uygulanmasında farklı ülkelerden gelen ebeveynlerin deneyim ve algılarının dikkate alınmasının önemini vurgulamaktadır, çünkü onların bakış açıları kültürel olarak duyarlı kaynaştırma eğitiminin geliştirilmesine katkıda bulunmaktadır. Dört Türk ebeveyn, yarı yapılandırılmış görüşmelere katılmış ve çocuklarının İngilterede aldığı kaynaştırma eğitimiyle ilgili deneyimleri doğrultusunda beş tema ortaya çıkmıştır. Bulgular, İngilterede kaynaştırma eğitimiyle ilgili çeşitli deneyimlere işaret etmekte ve mevcut literatürdeki bazı bulguları doğrulamaktadır. Çalışma, İngilterede yaşamanın özel gereksinimli çocukların kaynaştırma eğitimi üzerinde hem olumlu hem de zorlayıcı etkileri olduğunu ve Türk ve İngiliz eğitim sistemleri arasındaki farklılıkların bazı zorluklar ortaya çıkardığını göstermektedir. Ayrıca, katılımcılar tarafından bildirildiği üzere, farklı etnik kökenlerden gelen bireylere yönelik profesyonellerin görüşleri İngilterede yaşayan Türk ebeveynlerin deneyimlerini etkilemiştir. Hepsi beraber ele alındığında, bu sonuçlar kapsayıcı eğitimde daha iyi uygulamaları teşvik etmek için faydalı hususları ortaya koymaktadır.

Makale detayları

Investigation of Parents' Experiences about the Inclusive Education of Turkish Students with Special Educational Needs in England

Yazarlar:

Tansu İnce Çakan

Yayıncı:

Mugla Sitki Kocman University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.11 Issue 1, pp.121-137

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001306831

pISSN:

2148-6999

Inclusive education

parental satisfaction

multicultural parentsKaynaştırma eğitimi

ebeveyn memnuniyeti

çok kültürlü ebeveynler

Sayı

Makale detayları

Investigation of Parents' Experiences about the Inclusive Education of Turkish Students with Special Educational Needs in England

Yazarlar: Tansu İnce Çakan

Yayıncı: Mugla Sitki Kocman University

Ana Başlıklar: Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi: Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.11 Issue 1, pp.121-137

Belge Tipi: Makale

Yayın Tarihi: 5/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001306831

pISSN: 2148-6999

Inclusive education

parental satisfaction

multicultural parentsKaynaştırma eğitimi

ebeveyn memnuniyeti

çok kültürlü ebeveynler

Sayı

Yazarlar:

Tansu İnce Çakan

Yayıncı:

Mugla Sitki Kocman University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.11 Issue 1, pp.121-137

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001306831

pISSN:

2148-6999