Special Education Teachers’ Suggestions to Teachers Implementing Education through Inclusion

Ebru Bozpolat; Berirenur Güçer Dizikaraoğlu

Makale detayları

Special Education Teachers’ Suggestions to Teachers Implementing Education through Inclusion

Yazarlar:

Ebru Bozpolat | Berirenur Güçer Dizikaraoğlu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.1435-1468

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357469

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 The aim of this study is to reveal the suggestions of special education teachers to teachers implementing education through inclusion. In this research, which uses a qualitative research method, case study design was preferred. The study group of the research consists of 37 special education teachers working at different levels in special education schools in the central district of Sivas province in the spring semester of the 2022-2023 academic year. In the study, data were collected through a semi-structured interview form prepared by the researchers and analyzed using the content analysis method. As a result of the research, special education teachers suggested that the peers of the students receiving education through inclusion should be informed about the inclusive student, and for this purpose, awareness studies should be carried out to understand these students. In addition, teachers offered various suggestions to contribute to the cognitive, psychomotor, affective and social development of these students. Teachers suggested that the measurement and evaluation process should be carried out in accordance with the individualized education plan. In the study, teachers listed the sources of information about these students as institutions, documents, individuals and media tools. Teachers stated that students receiving inclusive education may experience problems such as problematic behavior and exclusion from their peers, and they suggested that cooperation with stakeholders be made in solving such problems. In the study, the importance of informing families about their children in communication with the families of students receiving education through inclusion was emphasized. Finally, special education teachers suggested that teachers with students receiving education through inclusion should attend in-service trainings on inclusion and disability groups.

 The aim of this study is to reveal the suggestions of special education teachers to teachers implementing education through inclusion. In this research, which uses a qualitative research method, case study design was preferred. The study group of the research consists of 37 special education teachers working at different levels in special education schools in the central district of Sivas province in the spring semester of the 2022-2023 academic year. In the study, data were collected through a semi-structured interview form prepared by the researchers and analyzed using the content analysis method. As a result of the research, special education teachers suggested that the peers of the students receiving education through inclusion should be informed about the inclusive student, and for this purpose, awareness studies should be carried out to understand these students. In addition, teachers offered various suggestions to contribute to the cognitive, psychomotor, affective and social development of these students. Teachers suggested that the measurement and evaluation process should be carried out in accordance with the individualized education plan. In the study, teachers listed the sources of information about these students as institutions, documents, individuals and media tools. Teachers stated that students receiving inclusive education may experience problems such as problematic behavior and exclusion from their peers, and they suggested that cooperation with stakeholders be made in solving such problems. In the study, the importance of informing families about their children in communication with the families of students receiving education through inclusion was emphasized. Finally, special education teachers suggested that teachers with students receiving education through inclusion should attend in-service trainings on inclusion and disability groups.

 The aim of this study is to reveal the suggestions of special education teachers to teachers implementing education through inclusion. In this research, which uses a qualitative research method, case study design was preferred. The study group of the research consists of 37 special education teachers working at different levels in special education schools in the central district of Sivas province in the spring semester of the 2022-2023 academic year. In the study, data were collected through a semi-structured interview form prepared by the researchers and analyzed using the content analysis method. As a result of the research, special education teachers suggested that the peers of the students receiving education through inclusion should be informed about the inclusive student, and for this purpose, awareness studies should be carried out to understand these students. In addition, teachers offered various suggestions to contribute to the cognitive, psychomotor, affective and social development of these students. Teachers suggested that the measurement and evaluation process should be carried out in accordance with the individualized education plan. In the study, teachers listed the sources of information about these students as institutions, documents, individuals and media tools. Teachers stated that students receiving inclusive education may experience problems such as problematic behavior and exclusion from their peers, and they suggested that cooperation with stakeholders be made in solving such problems. In the study, the importance of informing families about their children in communication with the families of students receiving education through inclusion was emphasized. Finally, special education teachers suggested that teachers with students receiving education through inclusion should attend in-service trainings on inclusion and disability groups.

 : Bu araştırmanın amacı, özel eğitim öğretmenlerinin bütünleştirme yoluyla eğitim uygulamasını yürüten öğretmenlere önerilerini ortaya koymaktır. Nitel araştırma yöntemi kullanılan bu araştırmada, durum çalışması deseni tercih edilmiştir. Araştırmanın çalışma grubu, 2022-2023 eğitim öğretim yılı bahar döneminde Sivas ili Merkez ilçesindeki özel eğitim okullarında, farklı kademelerde görev yapan 37 özel eğitim öğretmeninden oluşmaktadır. Araştırmada, veriler araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu aracılığıyla toplamış ve içerik analizi yöntemi ile analiz edilmiştir. Araştırma sonucunda, özel eğitim öğretmenleri bütünleştirme yoluyla eğitim alan öğrencilerin akranlarının bütünleştirme öğrencisi ile ilgili bilgilendirilmesini, bu kapsamda bütünleştirme öğrencilerini anlamaya yönelik farkındalık çalışmalarının yapılmasını önermişlerdir. Ayrıca öğretmenler, bu öğrencilerin bilişsel, psikomotor, duyuşsal ve sosyal gelişimlerini desteklemeye yönelik çeşitli önerilerde bulunmuşlardır. Öğretmenler, ölçme ve değerlendirme sürecinin bireyselleştirilmiş eğitim planına uygun biçimde yürütülmesini önermişlerdir. Araştırmada öğretmenler, bu öğrencilerle ilgili bilgi alabilecekleri kaynakları kurumlar, dokümanlar, kişiler ve medya araçları şeklinde sıralamışlardır. Öğretmenler bütünleştirme yoluyla eğitim alan öğrencilerle ilgili problem davranış sergileme ve akranları tarafından dışlanma problemlerini yaşanabileceğini belirtmiş, bu tür problemlerin çözümünde ise paydaşlarla iş birliği yapılmasını önermişlerdir. Araştırmada bütünleştirme yoluyla eğitim alan öğrencilerin ailesi ile olan iletişimde, ailelerin çocukları hakkında bilgilendirilmesinin önemini vurgulamıştır. Son olarak özel eğitim öğretmenleri, bütünleştirme yoluyla eğitim alan öğrencisi olan öğretmenlere bütünleştirme eğitimi ve engel grubuna yönelik eğitimlere katılmalarını önermişlerdir.

Makale detayları

Special Education Teachers’ Suggestions to Teachers Implementing Education through Inclusion

Yazarlar:

Ebru Bozpolat | Berirenur Güçer Dizikaraoğlu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.1435-1468

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357469

pISSN:

1303-0493

Inclusion

Special education teacher

Special education.Bütünleştirme

Özel eğitim öğretmeni

Özel eğitim.

Sayı

Makale detayları

Special Education Teachers’ Suggestions to Teachers Implementing Education through Inclusion

Yazarlar: Ebru Bozpolat | Berirenur Güçer Dizikaraoğlu

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Eğitimde Program Değerlendirme

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.1435-1468

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001357469

pISSN: 1303-0493

Inclusion

Special education teacher

Special education.Bütünleştirme

Özel eğitim öğretmeni

Özel eğitim.

Sayı

Yazarlar:

Ebru Bozpolat | Berirenur Güçer Dizikaraoğlu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.1435-1468

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357469

pISSN:

1303-0493