OTİZMLİ ÇOCUKLARIN EĞİTSEL YERLEŞTİRİLMESİ, KAYNAŞTIRILMASI VE BÜTÜNLEŞTİRİLMESİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİNİN BELİRLENMESİ

Abstract

Bu araştırmada otizmli çocukların eğitsel yerleştirilmesi, kaynaştırılması ve bütünleştirilmesine yönelik öğretmen görüşlerinin belirlenmesi amaçlanmıştır. İlişkisel tarama modelindeki araştırma verileri Edirne il ve ilçelerindeki resmi ve özel ilkokullarda görev yapan toplam 674 sınıf öğretmeninden toplanmıştır. Araştırmada veri toplama aracı olarak Segall ve Campbell (2007) tarafından Otizm Kaynaştırma Ölçeği (Autism Inclusion Questionnaire - AIQ) olarak geliştirilen Segall (2011) tarafından yeniden yapılandırılan, altı senaryo ve 10 bölümden oluşan, Yerleştirme ve Hizmet Anketi (YHA - PASS) kullanılmıştır. Araştırma verilerinin analizinde bağımsız t testi ve ANOVA testleri kullanılmıştır. Analizlerden elde edilen sonuçlara göre sınıf öğretmenlerinin tüm senaryolarda yer alan çocukların (Akman) durumlarına göre mevcut yerleştirme ortamlarına ne düzeyde uygun oldukları konusundaki görüşleri senaryolara, bilişsel seviyelerine, tanılarına göre değişkenlik göstermektedir. Ayrıca otizmi olan çocukların tanılarının olup olmaması ve bilişsel seviyelerinin sınıf öğretmenlerinin kaynaştırmaya ilişkin görüşlerini etkilediği tespit edilmiştir. 

Keywords

• Kaynaştırma,Bütünleştirme,Eğitsel Yerleştirme,Otizm Spektrum Bozukluğu

EXPLORING TEACHERS' VIEWS ABOUT EDUCATIONAL PLACEMENT, INCLUSION AND INTEGRATION OF CHILDREN WITH AUTISM

Abstract

In this study, it was aimed to explore the teachers’ views about educational placement, inclusion and integration of children with autism. In the current research, which is in the relational survey model, the data were collected from 674 classroom teachers working in public and private primary schools in Edirne city and districts. Placement and Services Survey (YHA - PASS) consisting of six vignettes and 10 sections, which was developed as Autism Inclusion Questionnaire (AIQ) by Segall and Campbell (2007) and restructured by Segall (2011), was used as the data collection tool. Independent T-test, ANOVA, Pearson Correlation statistical tests were used to analyze the data. According to the results obtained from the analyses, the opinions of the classroom teachers on the level of appropriateness to the existing placement environments of the children in all vignettes varied according to their scenarios, cognitive levels and diagnoses. In addition, it has been determined that whether children with autism have a diagnosis and their cognitive levels influence the opinions of the classroom teachers about inclusion.

Keywords

• Mainstreaming,Inclusion,Educational Placement,Autism Spectrum Disorder,Teacher

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