Expectations of Syrian Refugee and Turkish Parents Living in Gaziantep from Preschool Teachers in the Context of Inclusive Education

Year 2024, Volume: 26 Issue: 1, 151 - 161, 28.03.2024

Gül Öncel Esra Akgül

https://doi.org/10.17556/erziefd.1297298

Abstract

The purpose of this study is to comparatively reveal what parents of both Syrian refugee and Turkish children in a multicultural educational environment expect from preschool teachers in the context of inclusive education. This study was designed as a phenomenology study from qualitative research designs. In this study, conducted using the interview technique, the views of Syrian refugee and Turkish parents with preschool-age children on their expectations from teachers in the context of inclusive education were examined. The study group consisted of 20 parents, 10 Turkish parents and 10 Syrian refugee parents living in Gaziantep city centre, selected by snowball sampling method. According to the results, it was determined that the expectations of Turkish and Syrian parents overlapped in some points, while in some cases they diverged. When the parents' expectations from the teachers were analyzed, it was concluded that Syrian refugee parents had expectations mainly related to language. In contrast, Turkish parents had expectations mostly related to the affective characteristics of the teacher.

Keywords

inclusive education, foreign national children, parental expectations, preschool education

Gaziantep’te Yaşayan Suriyeli Mülteci ve Türk Ebeveynlerin Kapsayıcı Eğitim Bağlamında Okul Öncesi Öğretmenlerinden Beklentileri

Abstract

Bu araştırmanın amacı, çok kültürlü bir eğitim ortamında yer alan hem Suriyeli mülteci hem de Türk çocukların ebeveynlerinin; okul öncesi öğretmenlerinden kapsayıcı eğitim bağlamında neler beklediklerini karşılaştırmalı olarak ortaya koymaktır. Bu çalışma nitel araştırma desenlerinden fenomenoloji çalışması olarak tasarlanmıştır. Görüşme tekniği kullanılarak yapılan bu araştırmada, okul öncesi eğitim çağında çocuğu olan Suriyeli mülteci ve Türk ebeveynlerin kapsayıcı eğitim bağlamında öğretmenlerden beklentilerine yönelik görüşleri incelenmiştir. Araştırmanın çalışma grubunu kartopu örnekleme yöntemiyle seçilen ve Gaziantep şehir merkezinde yaşayan 10 Türk ebeveyn ve 10 Suriyeli mülteci ebeveyn olmak üzere toplam 20 ebeveyn oluşturmuştur. Araştırmanın sonucunda Türk uyruklu ve Suriye uyruklu ebeveynlerin beklentilerinin bazı noktalarda örtüştüğü görülürken, bazı durumlarda ise ayrıştığı tespit edilmiştir. Ebeveynlerin öğretmenlerden beklentilerine bakıldığında Suriyeli mülteci ebeveynlerin daha çok dil ile ilgili; Türk ebeveynlerin ise daha çok öğretmenin duyuşsal özellikleri ile ilgili beklentilerinin olduğu sonucuna ulaşılmıştır.

Keywords

kapsayıcı eğitim, yabancı uyruklu çocuklar, ebeveyn beklentileri, okul öncesi eğitimi

References

• Ainscow, M. & César, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda. European Journal of Psychology of Education, 231-238.
• Akar, H. (2010). Challenges for schools in communities with internal migration flows: evidence from Turkey. International Journal of Educational Development, 30(3), 263-276. https://doi.org/10.1016/j.ijedudev.2009.11.003
• Arastaman, G., Fidan, İ. Ö., & Fidan, T. (2018). Validity and reliability in qualitative research: A theoretical review. Van Yüzüncü Yıl University Journal of Faculty of Education, 15(1), 37-75 https://dergipark.org.tr/tr/pub/yyuefd/issue/40566/491262
• Atkinson, R. & Flint, J. (2001). Accessing hidden and hard-to-reach populations: Snowball research strategies. Social research update, 33(1), 1-4.
• Aydin, H., Gundogdu, M. & Akgul, A. (2019). Integration of Syrian refugees in Turkey: Understanding the educators' perception. Journal of International Migration and Integration, 20, 1029-1040. https://doi.org/10.1007/s12134-018-0638-1
• Baran, M. , Yılmaz, A. & Yıldırım, M. (2007). The importance of pre-school education and user requirements in pre-school education structures Diyarbakır Huzurevleri Kindergarten Example. Journal of Dicle University Ziya Gökalp Faculty of Education, (8), 27-44. https://dergipark.org.tr/en/pub/zgefd/issue/47962/606822
• Bešić, E., Gasteiger-Klicpera, B., Buchart, C., Hafner, J. & Stefitz, E. (2020). Refugee students' perspectives on inclusive and exclusive school experiences in Austria. International Journal of Psychology, 55, 723 - 731. https://doi.org/10.1002/ijop.12662
• Biernacki, P. & Waldorf, D. (1981). Snowball sampling: problems and techniques of chain referralsampling. Sociological methods & research. 10(2):141-63. https://doi.org/10.1177/004912418101000205
• Bikmaz, F. & Guler, D. S. (2002). What parents expect from classroom teachers and how classroom teachers measure up to those expectations. Educational Sciences: Theory & Practice, 2(2), 466-472.
• Block, K., Cross, S.L., Riggs, E. & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18, 1337 - 1355. http://doi.org/10.1080/13603116.2014.899636
• Bombardelli, O. (2020). Inclusive education and its implementation: International practices. Education and Self Development, 15(3), 37-46. https://orcid.org/0000-0003-0617-5488
• Bozkır, B., Kıran, B., & Alıcı, D. (2020). Social distance and cognitive flexibility towards Syrians as predictors of pre-service teachers' attitudes towards multicultural education. Mersin University Journal of Faculty of Education, 16(2), 382-393. https://doi.org/10.17860/mersinefd.684692
• Brun, C. & Shuayb, M. (2022). Exceptional and futureless humanitarian education of syrian refugee in lebanon: prospects for shifting the lens. refuge, 36(2), 20-30. https://doi.org/10.25071/7336.40717
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2022). Scientific Research Methods in Education. Pegem Akademi
• Cohen, E.L (2019). Producing a culture of inclusion: inclusive refugee education for syrian refugee youth in jordan. [Doctoral dissertation]. https://hdl.handle.net/11299/206307
• Cui, Z., Valcke, M. & Vanderlinde, R. (2016) Empirical study of parents perceptions of preschool teaching competencies in china. Open Journal Of Social Sciences, 4, 1-7. http://doi.org/10.4236/jss.2016.42001
• Çetinkaya, F. Bayer, M., Bingöl, A. A. & Karaağaç, Y. (2021). Parents' expectations from preschool institutions and the status of preschool institutions in meeting these expectations, Cihanşümul Akademi Journal of Social Sciences, 2(3), 81-89. https://dergipark.org.tr/en/pub/cihansumul/issue/73478/1207713
• De Boer, A., Pijl, S. J. & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165-181. https://doi.org/10.1080/08856251003658694
• Dede, Ş. (1996). Salamanca declaration about special education. Journal of Special Education, 1996, 2(2) 91 - 94. https://doi.org/10.1501/Ozlegt_0000000035
• Doğrul, H., & Akay, C. (2019). Comparison of Turkish and Syrian parents' views and expectations regarding preschool education. Journal of Academic Social Research, 6(36), 119-139 ISSN: 2149-0821 http://doi.org/10.16990/SOBIDER.4940
• Dozza, L. & Cavrini, G. (2012). Perceptions of competence: how parents view teachers. Procedia-Social and Behavioral Sciences, 46, 4050-4055. https://doi.org/10.1016/j.sbspro.2012.06.195
• Drăgan, I. M. & Isaic-Maniu, A. (2012). Snowball sampling developments used in marketing research. International Journal of Arts and Commerce, 1(6), 214-223.
• Durmuş, A. B. (2022). Examining stakeholder views on the quality of inclusive education in early childhood education. http://hdl.handle.net/11655/26165
• Education Reform Initiative (ERI), (2016). https://www.eğitimreformugirisimi.org
• Ehsaan, F. & Shahid, N. (2016). Inclusive education: a global agenda. Journal of the College of Physicians and Surgeons Pakistan, 26(8), 726-727.
• Erşan, Ş. (2019). Investigation of parents' expectations from preschool education institution and teacher. Sinop University Journal of Social Sciences, 3(2), 161-178. https://doi.org/10.30561/sinopusd.613394
• İli, K. (2020). Education policies on immigrants: the case of turkey and germany. [Doctoral dissertation]. http://hdl.handle.net/11655/22520
• Johnson, T. P. (2014). Snowball sampling: introduction. Wiley StatsRef: Statistics Reference Online.
• Karslı Çalamak, E. and Erdemir, E. (2019). Syrian children and their families living in Turkey: untold counter stories. Yaşadıkça Eğitim, 33(2), 216-246. https://doi.org/10.33308/26674874.2019332119
• Kassem, A.J (2019). Bridging the education access gap of syrian refugees in lebanon by improving diversity in inclusive leadership to create a positive outcome for the affected population.
• Knaack, P. (1984). Phenomenological research. Western Journal Of Nursing Research, 6(1), 107-114. https://doi.org/10.1177/019394598400600108
• Konca, S. A. (2020). Examining the views of parents about preschool education. Ahi Evran University Journal of Institute of Social Sciences, 6(3), 892-902. https://doi.org/10.31592/aeusbed.804853
• Kupiec, M. (2019). Expectations of teachers towards parents and mutual cooperation. Problemy Opiekuńczo-Wychowawcze, 581, 27-38. http://doi.org/10.5604/01.3001.0013.3743
• Lester, S. (1999). An introduction to phenomenological research. Stan Lester Developments, Taunton. http://www.sld.demon.co.uk/resmethy.pdf
• Lui, M., Sin, K. F., Yang, L., Forlin, C. & Ho, F. C. (2015). Knowledge and perceived social norm predict parents' attitudes towards inclusive education. International Journal of Inclusive Education, 19(10), 1052-1067. http://doi.org/10.1080/13603116.2015.1037866
• Madziva, R. & Thondhlana J. (2017). Provision of quality education in the context of syrian refugee children in the uk: opportunities and challenges, Compare: A Journal of Comparative and International Education, 47(6), 942-961, https://doi.org/10.1080/03057925.2017.1375848
• Mitchell, D. (2015). Inclusive education is a multi-faceted concept. Center for Educational Policy Studies Journal, 5(1), 9-30. https://doi.org/10.26529/cepsj.151
• MONE,(2013), Preschool education program. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
• MONE (2017), Training of Syrian teachers who work/will work in temporary education centers https://oygm.meb.gov.tr/www/gecici-egitim-merkezinde-gorev-yapanyapacak-olan-suriyeli-ogretmenlerin-egitimi/icerik/466
• MONE (2018). Training of teachers with foreign students in their classrooms. https://oygm.meb.gov.tr/www/bakanligimizca-sinifinda-yabanci-uyruklu-ogrenci-bulunan-ogretmenler-icin-el-kitabi-yayinlandi/icerik/511
• MONE (2022), Inclusive education teacher training module teacher trainings project. https://oygm.meb.gov.tr/www/kapsayici-egitim-ogretmen-egitimi-modulu-projesi/icerik/1001
• Refugees Association (October 2022). Number of Syrians in Turkey. https://mülteciler.org.tr
• Özcan, A. S. (2018). Turkey's education policy towards Syrian students in the context of multiculturalism. Ordu International Journal of Social Research , 2(1), 59-91. https://dergipark.org.tr/tr/pub/pesausad/issue/36449/412788
• Özoruç, N. & Dikici Sığırtmaç, A. (2020). Preschool teachers' views on the problems faced by refugee children in the education process. Milli Eğitim, 51(233), 237-248. https://doi.org/10.37669/milliegitim.779155
• Öztürk, M., Köksal,H., İrez,S. & Cengiz,Ş. (2017). Handbook for teachers with foreign students in their classrooms. https://bevmustafakemalilkokulu.meb.k12.tr/meb_iys_dosyalar/34/28/742532/dosyalar/2017_12/15131327_ekitap.pdf
• Paseka, A. & Schwab, S. (2020). Parents' attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European journal of special needs education, 35(2), 254-272.
• Pautina, A. R., Pratiwi, W. & Taligansing, S. Y. (2019). Guidance and counseling programs for inclusive education in primary school. Al-Bidayah: jurnal pendidikan dasar Islam, 11(2), 280-297. https://doi.org/10.14421/al-bidayah.v11i2.218
• Peng, X. (2008). Inclusive Education:the Way of the Future. Chinese Journal of Special Education.
• Prinsloo, E. (2001). Working towards inclusive education in South African classrooms. South African journal of education, 21(4), 344-348.
• Ravindran, V.P. (2019). Data analysis in qualitative research. Indian Journal of Continuing Nursing Education, 20, 40 - 45. https://www.doi.org/ 10.4103/IJCN.IJCN_1_19
• Rombo, J. L. (2006). Inclusive education: Policies, teachers' attitudes and perspectives. Contemporary PNG studies, 5, 29-44.
• Salinas, J. P. (2008). Educational experiences of children in the migrant stream: Ecological factors necessary for academic success [Published doctoral dissertation]. Bowling Green State University, Bowling Green, OH.
• Serdarevic, M. & Chronister, K. M. (2005). Research with immigrant populations: The application of an ecological framework to mental health research with immigrant populations. International Journal of Mental Health Promotion, 7(2), 24-34.
• Stanek, B. (2017). Opportunity in crisis : the rigt to education for syrian refugee children. Middle East & North Africa Coverage Fall
• Stebleton, M. J. (2011). Understanding immigrant college students: Applying a developmental ecology framework to the practice of academic advising. NACADA Journal, 31(1), 42-54.
• Stevens, L. & Wurf, G. (2020). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education, 24(4), 351-365.
• Şayan, E. (2020). Opinions of Preschool Teachers Regarding Inclusive Education [Master's project without thesis]. Pamukkale University.
• Şimşek, H., Kurt, D. G. & Kula, S. S. (2020). A School-based adjustment program based on ecological approach for immigrant students in primary schools living in Turkey. İlköğretim Online. 2551-2563. https://doi.org/10.17051/ilkonline.2020.764622
• Tanrıkulu, F.(2017). The education problem of Syrian children living in Turkey and solution proposals. Journal of Liberal Thought, 127-144
• Taştekin, E., Bozkurt Yükçü, Şuheda., İzoğlu, A., Güngör, İ., Işık Uslu, A.E., & Demircioğlu., H. (2016). Investigation of preschool teachers' attitudes and perceptions towards multicultural education. Journal of Educational Research 2(1). http://dergipark.ulakbim.gov.te/hüner
• Tatar, M. & Horenczyk, G. (2000). Parental expectations of their adolescents' teachers. Journal of Adolescence, 23(4), 487-495.
• Tösten, R., Toprak, M. & Kayan, M. S. (2017). An Investigation of Forcibly Migrated Syrian Refugee Students at Turkish Public Schools. Universal Journal of Educational Research, 5(7), 1149-1160.
• Tuncer, Kerime. (2020). Teachers', parents' and children's understandings of multicultural education and school practices. [Master's thesis]. http://hdl.handle.net/11129/5475
• Ünal, R. & Aladağ, S. (2020). Examination of problems and solution suggestions in the context of inclusive education practices. Journal of Individual Differences in Education, 2(1), 23-42.
• Ünay, E., Erçiçek, B. & Günal, Y. (2021). The views of preschool education institutions administrators towards inclusive education. Mehmet Akif Ersoy University Journal of Faculty of Education.
• Veck, W. & Wharton, J. (2021). Refugee children, trust and inclusive school cultures. International Journal of Inclusive Education, 25, 210 - 223.
• Yağan, E. (2020). Conflicting stories-conflicting expectations : an examination of the common experiences and future expectations of turkish and foreign students (mixed study 2019 in istanbul pendik). [Doctoral dissertation]. Maltepe University Graduate School of Education. https://hdl.handle.net/20.500.12415/4801
• Yalcin, V. & Simsar, A. (2020). Adjustment of Syrian refugee children into pre-school education in Turkey. ılkogretim Online - Elementary Education Online, 19(3), 1214-1224. https://doi.org/10.17051/ilkonline.2020.728021
• Yanık Özger, B., & Akansel, A. (2019). An ethnographic case study on Syrian children and their families in preschool class: we are in this class too!. Journal of Qualitative Research in Education, 7(3), 942-966. https://doi.org/10.14689/issn.2148-624.1.7c.3s.3m