Öğretmenlerin Kapsayıcı Eğitime Yönelik Tutumları

Öz

Herkes için kaliteli eğitimin temin edilmesinde öğretmenlerin tutumları önemli bir rol oynar. Bu doğrultuda mevcut çalışmada öğretmenlerin kapsayıcı eğitime (KE) yönelik tutumları ve bu tutumları etkileyen faktörler Türkiye bağlamında karma araştırma yöntemiyle incelenmiştir. Araştırma sonucunda, öğretmenlerin kapsayıcı eğitime dair dar anlayışa ve karışık tutumlara sahip olduğu ortaya çıkmıştır. Çalışma deneyimi ve öğretmen tutumları arasında anlamlı bir ilişki bulunurken özel eğitim ihtiyacının türü ve şiddetinin öğretmenlerin kapsayıcı eğitime yönelik tutumlarının önemli bir yordayıcısı olduğu ortaya çıkmıştır. Aynı zamanda öğretmenlerin tutumlarını şekillendiren konuya ilişkin bilgi ve eğitim eksikliği ve özel eğitime ihtiyacı olan bireylerle birebir deneyim KE’in önündeki en büyük engeller olarak belirlenmiştir. Araştırma sonuçları öğretmenlerin KE’e yönelik olumlu tutum geliştirerek eğitim ortamlarında daha kapsayıcı bir yaklaşım benimsemeleri için toplumsal düzeyde bir algı değişikliğin, öğretmenler ve aday öğretmenler için profesyonel gelişim odaklı eğitimlerin, paydaşlar arasında sıkı iş birliği kurulmasının gerekliliğini ortaya koymaktadır.

Anahtar Kelimeler

• Kapsayıcı Eğitim
• Öğretmen Tutumları
• Bilgi ve Eğitim Eksikliği

Teachers' Attitudes Towards Inclusive Education

Abstract

Teachers’ attitudes play a key role to implement quality education for all. Hence, in the current study teachers’ attitudes towards inclusive education (IE) and factors affecting them in the context of Turkey were explored with a mixed method. As a result, it was found out that teachers in Turkey have a narrow conceptualisation of inclusive education and mixed attitudes towards it. While teaching experience was found to be associated with attitudes, type and severity of special educational needs and disabilities (SEND) was proved to be a significant predictor of embracing IE. Lack of knowledge, training and practical experience were identified as the most influential barriers against IE which also shape and inform teachers’ attitudes. The results indicate a need for a change at a societal level, professional teacher development for in-service as well as pre-service teachers, well-established partnership between stakeholders so that teachers can develop more positive attitudes and implement inclusive practices in their teaching contexts.

Keywords

• Inclusive Education
• Teachers' Attitudes
• Lack of Knowledge and Training

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