Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar

Year 2018, , 167 - 183, 01.04.2018

Mustafa Cansız , Nurcan Cansız

https://doi.org/10.17556/erziefd.332434

Cited By: 3

Abstract

Bu çalışmada, öğretmen
adaylarının özel gereksinimli öğrenciler hakkındaki düşüncelerini ve
kaynaştırma eğitimine yönelik tutum ve kaygılarını çeşitli demografik
değişkenler açısından incelemek amaçlanmıştır. Bu demografik değişkenler
öğrenim görülen bölüm, sınıf düzeyi, cinsiyet, engelli kişilerle olan
etkileşim, kaynaştırma konusunda alınan eğitim, kaynaştırma sınıflarında
eğitim verme konusunda kendine güven ve kaynaştırma sınıflarında öğretme
deneyimini içermektedir. Veriler yalnızca birinci ve ikinci sınıftaki öğretmen
adaylarından elde edilmiştir. Bazı bulgular alan yazında var olan çalışmaları
destekler yönde iken diğerleri önceki araştırmaların bulgularıyla
eşleşmemiştir. Bulgular Türkiye'de uygulanan öğretmen yetiştirme programları
göz önünde bulundurularak tartışılmıştır.

Keywords

Kaynaştırma, öğretmene özgü değişkenler, özel gereksinimli öğrenciler, kaynaştırmaya yönelik tutumlar, kaynaştırma eğitimine yönelik kaygılar

Sentiments, Attitudes, and Concerns about Inclusion: Early Years in Teacher Education Programs

Abstract

In this study, we aimed to examine preservice
teachers' sentiments toward students with special needs, attitudes, and
concerns about inclusive education in terms of a number of demographic
variables. These demographics included major area, grade level, gender,
interaction with disabled people, training for inclusive education,
self-confidence for teaching in inclusive classrooms, and teaching experience
in inclusive classrooms. Main data were collected only from first and
second-year preservice teachers. The result indicated that although some
findings matched those observed
in earlier studies, others did not support the previous research. The possible
reasons were discussed with reference to teacher education programs implemented
in Turkey.

Keywords

Inclusion, teacher related variables, students with special needs, attitudes toward inclusion, concerns about inclusion

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