Strategies That Facilitating in-Class Transitions in Primary Inclusive Classrooms

Year 2020, Volume: 10 Issue: 1, 790 - 826, 31.01.2020

Esra Erbaş Yasemin Ergenekon

https://doi.org/10.18039/ajesi.682154

Cited By: 1

Abstract

Students with developmental disabilities who receive education in inclusive classrooms experience different transitions throughout the day between many activities, courses and environments. For students without special needs, these transitions do not require little effort and support, while students with developmental disabilities often need more support and guidance to fulfill these transitions and gain transition skills. As the difficulties in transitions increase, inappropriate behaviors increase and the time allocated to academic learning is wasted. There are many effective strategies in the literature for facilitating in-class transitions. While it is necessary for teachers to plan academic activities for providing effective learning and increasing the success, planning of classroom transitions and using effective strategies to facilitate transitions are also effective on learning and success. The aim of the current study is to introduce strategies that are used to support and facilitate in-class transitions in elementary and secondary school classrooms where inclusion is carried out. Whit in this context, this study aims to provide guidance for teachers who have students with developmental disabilities in general education classrooms by addressing the proven transition strategies in the relevant literature.

Keywords

Inclusion, in-class transitions, transition strategies, students with developmental disabilities, primary education

İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler

Abstract

Kaynaştırma uygulamalarının yürütüldüğü sınıflarda eğitim alan gelişimsel yetersizliği olan öğrenciler gün içinde birçok etkinlik, ders ve ortam arasında farklı geçişler yaşamaktadır. Tipik gelişen öğrenciler için bu geçişler çok az bir çaba ve destekle gerçekleşirken gelişimsel yetersizliği olan öğrenciler bu geçişleri yerine getirebilmek ve bu yönde beceri kazanabilmek için genellikle daha fazla desteğe ve rehberliğe gereksinim duymaktadırlar. Geçişlerde yaşanan zorluklar arttıkça uygun olmayan davranışlarda da artış gözlenmekte ve akademik öğrenmelere ayrılan süre boşa harcanmaktadır. Öğretmenlerin etkili öğrenmeyi sağlamak ve başarıyı arttırmak için akademik etkinlikleri planlamasının gerekliliği kadar sınıf içi geçişlerin planlanması ve bu geçişleri kolaylaştırmak için etkili geçiş stratejilerinin kullanılması da öğrenme ve başarı üzerinde etkilidir. Bu çalışmanın amacı, kaynaştırma uygulamalarının yürütüldüğü ilkokul ve ortaokul sınıflarında sınıf içi geçişleri desteklemek amacıyla kullanılan geçiş stratejilerini tanıtmaktır. Bu kapsamda bu çalışma ilgili alanyazında etkililiği kanıtlanmış geçiş stratejilerini ele alarak ve gelişimsel yetersizliği olan öğrencilerin eğitim gördüğü genel eğitim sınıflarında görev yapan öğretmenler için kılavuzluk etmeyi amaçlamaktadır.

Keywords

Kaynaştırma, sınıf içi geçişler, geçiş stratejileri, gelişimsel yetersizliği olan öğrenciler, ilköğretim

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