Özel Gereksinimli Öğrenciler ile Çalışan Öğretmenlerin Yenilikçi Pedagoji Uygulamalarına Yönelik Görüşlerinin İncelenmesi

Abstract

Bu çalışmanın amacı, özel gereksinimli öğrencilerie çalışan öğretmenlerin, yenilikçi pedagoji uygulamalarına yönelik görüşlerini incelemektir. Bu kapsamda öğretmenlerin yenilikçi pedagojik uygulamaları ne amaçla kullandıklarını belirlerken yine öğretmenlerin yenilikçi uygulamalara yer verdikleri sınıfta veya okulda karşılaştıkları çeşitli problemlerin neler olduğunu belirlemek de araştırmanın amaçları arasındadır. Nitel verilerin toplandığı bu çalışmada betimsel araştırma türlerinden biri olan tarama yöntemi kullanılmıştır. Çalışmada maksimum çeşitlilik örnekleme yönteminden yaralanılmış ve özel gereksinimli bireylerle çalışan 34 öğretmenden veri toplanmıştır. Araştırma verileri, “Yenilikçi Pedagoji Görüşme Formu” aracılığıyla toplanmış olup betimsel analiz tekniğiyle çözümlenmiştir. Çalışma kapsamında elde edilen bulgular, özel gereksinimli bireylere çalışan öğretmenlerin çoğunlukla kendilerini yenilikçi olarak tanımladığı, öğrenci ilgi ve gereksinimlerini göz önünde tutarak çeşitli materyaller ile ders işlemeyi tercih ettiklerini göstermektedir. Ancak öğretmenlerin materyal eksikliği, öğrenme ortamının ve okulun fiziki yetersizliği, ekonomik sorunlar, öğrenen ve öğretmen hazırbulunuşluk düzeyinin istenilen düzeyde olmayışı gibi çeşitli sorunlarla karşılaştıkları belirlenmiştir.

Keywords

• Yenilikçi pedagoji
• yenilikçi uygulamalar
• özel gereksinimli bireyler
• özel eğitim, öğretmenler

Investigating the Teachers’ Innovative Pedagogical Practices towards Students with Special Needs

Abstract

This study aims to investigate the views of teachers working with students with special needs towards innovative pedagogy practices. In this context, the purpose of teachers’ using of innovative pedagogical practices and various problems faced by teachers when they use innovative practices, were also handled in this study. The study was based on the descriptive survey method and qualitative data was collected. The study was conducted with 34 teachers working with individuals with special needs who were selected for the study with the maximum variation sampling method. The data were collected through the "Innovative Pedagogy Interview Form" and analyzed with descriptive analysis technique. Findings showed that teachers working with individuals with special needs mostly define themselves as innovative and design their teaching process with various materials considering the students’ interests and needs. However, it was determined that they faced various problems such as inadequate equipment and materials, insufficient learning environment, and inadequate level of teacher readiness and quality.

Keywords

• : Innovative pedagogy
• ; Innovative practices
• Students with special needs
• Special education teachers

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