Okullardaki Bütünleştirme Eğitimi Uygulamaların Yeterliliğinin Çeşitli Değişkenler Açısından İncelenmesi

Abstract

Türkiye'de, bütünleştirme eğitimi uygulayan okulların yeterliliğini doğrudan ölçen kalite göstergesi bulunmamaktadır. Bu çalışma okulların bütünleştirme eğitimi uygulamalarına ilişkin yeterliliğini değişkenler açısından incelemeyi amaçlamaktadır. Çalışma betimsel tarama modeli kullanılarak yürütülmüştür. Çalışmaya Ankara’da 68 okulda görev yapan 1423 öğretmen katılmıştır. Çalışmada “Okulların Bütünleştirme Uygulamalarındaki Yeterliliği Ölçeği” kullanılmış ve okulların bütünleştirme eğitimi uygulamalarındaki yeterlilik düzeyi belirlenmeye çalışılmıştır. Ölçek, okul rehberlik hizmetleri, eğitim destek odası hizmetleri, çevresel eğitim düzenlemesi ve öğretmen bilgi düzeyi olmak üzere dört faktör altında 25 maddeden oluşmaktadır. Araştırma bulguları bütünleştirme eğitiminin uygulandığı okullarda görev yapan öğretmenlerin okul türü değişkenine ilişkin yeterliliklerinin okul rehberlik hizmetleri, destek eğitim hizmetleri, çevresel ve eğitsel düzenlemeler ve bilgi düzeyi açısından farklılık gösterdiğini ortaya koymuştur. Çalışmanın sonuçlarında okul rehberlik hizmetleri boyutu açısından ortaokul ve lise arasında anlamlı bir fark bulunurken; çevresel ve eğitsel düzenlemeler boyutu açısından ilkokul-ortaokul, ilkokul-lise ve ortaokul-lise arasında anlamlı bir fark bulunmuştur.Okulların, bütünleştirme eğitim uygulamalarına kendilerini hazırlamaları ve yeterliliklerini belirlemeleri gerekmektedir.

Keywords

• bütünleştirme uygulamaları
• yeterlilik
• öğretmen bilgi düzeyi
• okul türleri

Ethical Statement

Bu çalışmada, Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi’nde belirtilen tüm kurallara uyulmuştur.

An Examination of Schools’ Inclusive Education Practices across Selected Variables

Abstract

Measuring and monitoring inclusive education is crucial for the academic and social development of students with and without special needs. While some countries conduct this measurement, in Turkey, no quality indicators directly measure the competence of practices in schools. This study aims to examine the competence of schools in inclusive education practices by considering several variables. The study was conducted using a descriptive survey model. 1,423 teachers working in 68 schools participated voluntarily in the study. The "Schools' Competence Scale for Inclusive Practices" was used in the study. The scale consists of 25 items under four factors: school guidance services, educational support room services, environmental education arrangements, and teacher knowledge level. Data were analyzed using SPSS 26.0 statistical software. The findings reveal that inclusive practices in high schools in Türkiye are less adequate than in primary and secondary schools. Schools need to review their inclusive education practices through self-evaluation and make necessary adaptations.

Keywords

• : inclusive practices
• competence
• teachers
• school types

Ethical Statement

In this study, all the rules stated in the Higher Education Institutions Scientific Research and Publication Ethics Directive were followed.

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