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Involvement of Disability in Turkish Textbooks: An Example of Document Analysis

Year 2011, Volume: 31 Issue: 2, 439 - 457, 01.06.2011

A. Tuba Tuncer Necdet Karasu Banu Altunay Özgül Güler

Abstract

Personal interaction and informing individuals are the main methods to change attitudes toward disabilities. Schooling for children with disabilities is limited. Therefore, personal interaction chances for normally developing children with children with disabilities are low. Informing becomes the crucial method to change the attitudes. This study focused on examining Turkish course textbooks for 1-8th grades in order to figure how disability, people with disabilities and related concepts are involved in the texts. A rubric was developed to examine the textbooks. The results provided evidence for incredibly limited involvement of disability issues in Turkish textbooks. In the discussion part, the importance of including "others" in the textbooks is discussed.

Keywords

Disability Textbooks Text analysis.

References

  • Akbuğa, B. & Gürsel, F. (2007). Bilgilendirme yoluyla beden eğitimi spor yüksekokulu öğrencilerinin engelli bireylere yönelik değişen tutumları. SPORMETRE Beden Eğitim ve Spor Bilimleri Dergisi, 1, 5-8.
  • Baker, K. & Donelly, M. (2001). The social experiences of children with disability and the influence of environment: A framework for intervention. Disability & Society, 16, 71-85.
  • Beck, A.R., & Fritz-Verticchio, H. (2003). The influence of information and role- playing experiences on children’s attitudes toward peers who use AAC. American Journal of Speech-Language Pathology, 12, 51-60.
  • Begeny, J.C. & Martens, B.K. (2007). Inclusionary education in Italy. Remedial and Special Education, 28 (2), 80-94.
  • Diken, İ. H. & Sucuoğlu, B. (1999). Sınıfında zihin engelli çocuk bulunan ve bulunmayan sınıf öğretmenlerinin zihin engelli çocukların kaynaştırılmasına yönelik tutumlarının karşılaştırılması. Özel Eğitim Dergisi, 2 (3), 25-39.
  • Diamond, K.E., & Huang, H. (2005). Prescholers’ ideas about disabilities. Infants & Young Children, 18, 37-46.
  • Dudek, K., Beck, A.R., & Thompson, J.R. (2006). The influcence of AAC device type, dynamic vs. static screen, on peer attitudes. Journal of Special Education Technology, 21, 17-27.
  • Dyson, L.L.(2005). Kindergarten children’s understanding of and attitude toward people with disabilities, Topics in Early Childhood Special Education, 25(2), 95-105.
  • Fichten, C.S.,Schipper, C., & Cutler, N. (2005). Does volunteering with children affect toward adults with disabilities? A prospective study of unequal contact. Rehabilitation Psychology, 50(2), 164-173.
  • Gordon, B.O. & Rosenblum, K.E. (2001). Bringing disability into the sociological frame: A comparison of disability with race, sex, and sexual orientation statuses. Disability & Society, 16, 5-19.
  • Harper D. (1997) Children’s attitudes toward physical disability in Nepal. Journal of Cross Cultural Psychology 28, 712-29.
  • Hogben, M., & Waterman, C.K. (1997). Are all of your students represented in their textbooks? A content analysis of coverage of diversity issues in introductory psychology textbooks. Teaching of Psychology, 24 (2), 95-100.
  • Johnson, L., & LaMontagne, M. (1993). Research methods: Using content analysis to
  • examine the verbal or written communication of stakeholders within early intervention. Journal of Early Intervention, 17, 73-79.
  • Kargın, T. & Baydık, B. (2002). Kaynaştırma ortamındaki işiten öğrencilerin işitme engelli akranlarına yönelik tutumlarının çeşitli değişikenler açısından incelenmesi. Özel Eğitim Dergisi, 3 (2), 27-39.
  • Laws, G. & Kelly, E. (2005). The Attitudes and Friendship Intentions of Children in UnitedKingdom Mainstream Schools towards Peers with Physical or Intellectual Disabilities. International Journal of Disability, Development and Education, 52 (2), 79-99.
  • Lewis, A. (1995). Children’s Understanding of Disability. London: Routledge.
  • Lewis, A. (2002). The development of children’s ideas about others’ difficulties in learning. British Journal of Special Education, 29 (2) 59-63.
  • Longoria, L. &Marini, I. (2006). Perceptions of children’s attitudes towards peers with a severe physical disability. Journal Of Rehabilitation, 72 (3), 19-25.
  • McDougall, J., DeWitt, D.J., King, G., Miller, L.T., & Killip, S. (2004). High-school age youths’ attitudes toward their peers with disabilities: The role of school and student
  • interpersonal factors. International Journal of Disability, Development and Education, 51 (3), 287-313.
  • M.E.B., (2010a, Ekim) . 2009-2010 yılı özel eğitim rehberlik ve danışma hizmetleri genel müdürlüğü kurum ve öğrenci sayıları. 10 Ekim 2010 tarihinde Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü
  • web sayfasından alınmıştır:
  • M.E.B., (2010b, Ekim) . 2009-2010 yılı özel eğitim rehberlik ve danışma hizmetleri genel müdürlüğü kurum ve öğrenci sayıları. 10 Ekim 2010 tarihinde Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü
  • web sayfasından alınmıştır:
  • Meyer, L., Gouvier, W.D., Duker, M., & Advokat, C. (2001). Influence of social context on reported attitudes of nondisabled students toward students with disabilities. Rehabilitation Counseling Bulletin, 4, 50-52.
  • Nabors L. & Keyes L. (1995) Preschoolers’ reasons for accepting peers with and without disabilities. Journal of Developmental and Physical Disabilities 7, 335-55.
  • Nabuzoka D. & Ronning J. (1997) Social acceptance of children with intellectual disabilities in an integrated school setting in Zambia: a pilot study. International Journal of Disability, Development and Education, 44, 105-115.
  • Norwich B. & Kelly N. (2004) Pupils’ views on inclusion: moderate learning difficulties and bullying in mainstream and special schools. British Educational Research, 30, 43-65.
  • Nowicki, E.A., & Sandieson, R. (2002). A meta-analysis of school-age children’s attitudes towards persons with physical or intellectual disability. International Journal of Disability, Development and Education, 49(3), 243-265.
  • Nowicki E. A. (2003) A meta-analysis of the social competence of children with learning disabilities in inclusive classrooms: comparisons with average to high and low achieving classmates. Learning Disability Quarterly 26, 171-188.
  • Nowicki, E.A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. Journal of Intellectual Disability Research, 50(5), 335-348
  • Özyürek, M. (1977). Effects of live, audio, print presentations of a discussion about physical disabilities on attitude modification toward disabled persons in Turkey. Unpublished Doctoral Dissertation. University of Northern Colorado.
  • Özyürek, M. (2006). Tutumlar ve yetersizlikten etkilenmişlere yönelik tutumların değiştirilmesi, Kök Yayınları, Ankara.
  • Prater, M.A., Dychers, T.T., & Johnstun, M. (2006). Teaching students about learning disabilities toward children’s literature. Intervention in School and Clinic, 42, 14- 24.
  • Ring E. & Travers J. (2005) Barriers to inclusion: a case study of a pupil with severe learning difficulties in Ireland. European Journal of Special Needs Education 20, 41-56.
  • Roberts, C.M., & Smith, P.R. (1999). Attitudes and behaviour of children toward peers with disabilities. International Journal of disability, Development, and Education, 46, 35-48.
  • Sapon-Shevin, M. & Zollers, N. J. (1999). Multicultural and disability agendas in teacher education: Preparing teachers for diversity. International Journal of Leadership in Education, 2(3), 165-190.
  • Tavil, Y.Z., & Özyürek, M. (2009). Gerçekçi bilgilendirme ve etkileşimde bulunmanın özel eğitim öğretmen adaylarının engelli kişilere yönelik tutumlarının değişmesine etkisi. EKEV Akademik Dergisi, 39, 265- 276.
  • Wood, D.W., & Marcks, B. A. (2005). Controlled evaluation of an educational intervention used to modify peer attitudes and behavior toward persons with tourette’s syndrome. Behavior Modification, 29 (6), 900-912.

Türkçe İlköğretim Kitaplarında Engel ve Engellilik: Bir Doküman Analizi Örneği

Year 2011, Volume: 31 Issue: 2, 439 - 457, 01.06.2011

A. Tuba Tuncer Necdet Karasu Banu Altunay Özgül Güler

Abstract

bilgilendirmedir. Engellilerin ilköğretim içinde okullaşma oranları sınırlıdır. Bu nedenle doğrudan temas birçok öğrenci için olası olmamaktadır. İlköğretim çağında okullarda engellilerle temas kuramayan akranların tutumlarını değiştirmek için bilgilendirme daha da önem kazanmaktadır. Bu çalışma da, bilgilendirme aracı olarak ilköğretim Türkçe kitaplarında içerilen metinler engellilik temelinde incelemiştir. Gerçekleştirilen döküman analizinde kitapların metin ve görselleri engelli birey, engel ve ilişkili kavramlar bakımından geliştirilen inceleme aracıyla değerlendirilmiştir. Bulgular bu kitaplarda engelli bireylerin ve ilgili kavramların yok denecek düzeyde içerildiğini ortaya koymuştur. Tartışma kısmında ilköğretim kitaplarının yazımlarının toplumun farklı unsurları kapsayıcı biçimde yazılması gerektiği tartışılmıştır.

Keywords

Engelliler Ders kitapları Metin inceleme

References

  • Akbuğa, B. & Gürsel, F. (2007). Bilgilendirme yoluyla beden eğitimi spor yüksekokulu öğrencilerinin engelli bireylere yönelik değişen tutumları. SPORMETRE Beden Eğitim ve Spor Bilimleri Dergisi, 1, 5-8.
  • Baker, K. & Donelly, M. (2001). The social experiences of children with disability and the influence of environment: A framework for intervention. Disability & Society, 16, 71-85.
  • Beck, A.R., & Fritz-Verticchio, H. (2003). The influence of information and role- playing experiences on children’s attitudes toward peers who use AAC. American Journal of Speech-Language Pathology, 12, 51-60.
  • Begeny, J.C. & Martens, B.K. (2007). Inclusionary education in Italy. Remedial and Special Education, 28 (2), 80-94.
  • Diken, İ. H. & Sucuoğlu, B. (1999). Sınıfında zihin engelli çocuk bulunan ve bulunmayan sınıf öğretmenlerinin zihin engelli çocukların kaynaştırılmasına yönelik tutumlarının karşılaştırılması. Özel Eğitim Dergisi, 2 (3), 25-39.
  • Diamond, K.E., & Huang, H. (2005). Prescholers’ ideas about disabilities. Infants & Young Children, 18, 37-46.
  • Dudek, K., Beck, A.R., & Thompson, J.R. (2006). The influcence of AAC device type, dynamic vs. static screen, on peer attitudes. Journal of Special Education Technology, 21, 17-27.
  • Dyson, L.L.(2005). Kindergarten children’s understanding of and attitude toward people with disabilities, Topics in Early Childhood Special Education, 25(2), 95-105.
  • Fichten, C.S.,Schipper, C., & Cutler, N. (2005). Does volunteering with children affect toward adults with disabilities? A prospective study of unequal contact. Rehabilitation Psychology, 50(2), 164-173.
  • Gordon, B.O. & Rosenblum, K.E. (2001). Bringing disability into the sociological frame: A comparison of disability with race, sex, and sexual orientation statuses. Disability & Society, 16, 5-19.
  • Harper D. (1997) Children’s attitudes toward physical disability in Nepal. Journal of Cross Cultural Psychology 28, 712-29.
  • Hogben, M., & Waterman, C.K. (1997). Are all of your students represented in their textbooks? A content analysis of coverage of diversity issues in introductory psychology textbooks. Teaching of Psychology, 24 (2), 95-100.
  • Johnson, L., & LaMontagne, M. (1993). Research methods: Using content analysis to
  • examine the verbal or written communication of stakeholders within early intervention. Journal of Early Intervention, 17, 73-79.
  • Kargın, T. & Baydık, B. (2002). Kaynaştırma ortamındaki işiten öğrencilerin işitme engelli akranlarına yönelik tutumlarının çeşitli değişikenler açısından incelenmesi. Özel Eğitim Dergisi, 3 (2), 27-39.
  • Laws, G. & Kelly, E. (2005). The Attitudes and Friendship Intentions of Children in UnitedKingdom Mainstream Schools towards Peers with Physical or Intellectual Disabilities. International Journal of Disability, Development and Education, 52 (2), 79-99.
  • Lewis, A. (1995). Children’s Understanding of Disability. London: Routledge.
  • Lewis, A. (2002). The development of children’s ideas about others’ difficulties in learning. British Journal of Special Education, 29 (2) 59-63.
  • Longoria, L. &Marini, I. (2006). Perceptions of children’s attitudes towards peers with a severe physical disability. Journal Of Rehabilitation, 72 (3), 19-25.
  • McDougall, J., DeWitt, D.J., King, G., Miller, L.T., & Killip, S. (2004). High-school age youths’ attitudes toward their peers with disabilities: The role of school and student
  • interpersonal factors. International Journal of Disability, Development and Education, 51 (3), 287-313.
  • M.E.B., (2010a, Ekim) . 2009-2010 yılı özel eğitim rehberlik ve danışma hizmetleri genel müdürlüğü kurum ve öğrenci sayıları. 10 Ekim 2010 tarihinde Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü
  • web sayfasından alınmıştır:
  • M.E.B., (2010b, Ekim) . 2009-2010 yılı özel eğitim rehberlik ve danışma hizmetleri genel müdürlüğü kurum ve öğrenci sayıları. 10 Ekim 2010 tarihinde Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü
  • web sayfasından alınmıştır:
  • Meyer, L., Gouvier, W.D., Duker, M., & Advokat, C. (2001). Influence of social context on reported attitudes of nondisabled students toward students with disabilities. Rehabilitation Counseling Bulletin, 4, 50-52.
  • Nabors L. & Keyes L. (1995) Preschoolers’ reasons for accepting peers with and without disabilities. Journal of Developmental and Physical Disabilities 7, 335-55.
  • Nabuzoka D. & Ronning J. (1997) Social acceptance of children with intellectual disabilities in an integrated school setting in Zambia: a pilot study. International Journal of Disability, Development and Education, 44, 105-115.
  • Norwich B. & Kelly N. (2004) Pupils’ views on inclusion: moderate learning difficulties and bullying in mainstream and special schools. British Educational Research, 30, 43-65.
  • Nowicki, E.A., & Sandieson, R. (2002). A meta-analysis of school-age children’s attitudes towards persons with physical or intellectual disability. International Journal of Disability, Development and Education, 49(3), 243-265.
  • Nowicki E. A. (2003) A meta-analysis of the social competence of children with learning disabilities in inclusive classrooms: comparisons with average to high and low achieving classmates. Learning Disability Quarterly 26, 171-188.
  • Nowicki, E.A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. Journal of Intellectual Disability Research, 50(5), 335-348
  • Özyürek, M. (1977). Effects of live, audio, print presentations of a discussion about physical disabilities on attitude modification toward disabled persons in Turkey. Unpublished Doctoral Dissertation. University of Northern Colorado.
  • Özyürek, M. (2006). Tutumlar ve yetersizlikten etkilenmişlere yönelik tutumların değiştirilmesi, Kök Yayınları, Ankara.
  • Prater, M.A., Dychers, T.T., & Johnstun, M. (2006). Teaching students about learning disabilities toward children’s literature. Intervention in School and Clinic, 42, 14- 24.
  • Ring E. & Travers J. (2005) Barriers to inclusion: a case study of a pupil with severe learning difficulties in Ireland. European Journal of Special Needs Education 20, 41-56.
  • Roberts, C.M., & Smith, P.R. (1999). Attitudes and behaviour of children toward peers with disabilities. International Journal of disability, Development, and Education, 46, 35-48.
  • Sapon-Shevin, M. & Zollers, N. J. (1999). Multicultural and disability agendas in teacher education: Preparing teachers for diversity. International Journal of Leadership in Education, 2(3), 165-190.
  • Tavil, Y.Z., & Özyürek, M. (2009). Gerçekçi bilgilendirme ve etkileşimde bulunmanın özel eğitim öğretmen adaylarının engelli kişilere yönelik tutumlarının değişmesine etkisi. EKEV Akademik Dergisi, 39, 265- 276.
  • Wood, D.W., & Marcks, B. A. (2005). Controlled evaluation of an educational intervention used to modify peer attitudes and behavior toward persons with tourette’s syndrome. Behavior Modification, 29 (6), 900-912.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

A. Tuba Tuncer This is me

Necdet Karasu This is me

Banu Altunay This is me

Özgül Güler

Publication Date June 1, 2011
Published in Issue Year 2011 Volume: 31 Issue: 2

Cite

APA Tuncer, A. T., Karasu, N., Altunay, B., Güler, Ö. (2011). Türkçe İlköğretim Kitaplarında Engel ve Engellilik: Bir Doküman Analizi Örneği. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(2), 439-457.
AMA Tuncer AT, Karasu N, Altunay B, Güler Ö. Türkçe İlköğretim Kitaplarında Engel ve Engellilik: Bir Doküman Analizi Örneği. GUJGEF. June 2011;31(2):439-457.
Chicago Tuncer, A. Tuba, Necdet Karasu, Banu Altunay, and Özgül Güler. “Türkçe İlköğretim Kitaplarında Engel Ve Engellilik: Bir Doküman Analizi Örneği”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 31, no. 2 (June 2011): 439-57.
EndNote Tuncer AT, Karasu N, Altunay B, Güler Ö (June 1, 2011) Türkçe İlköğretim Kitaplarında Engel ve Engellilik: Bir Doküman Analizi Örneği. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 31 2 439–457.
IEEE A. T. Tuncer, N. Karasu, B. Altunay, and Ö. Güler, “Türkçe İlköğretim Kitaplarında Engel ve Engellilik: Bir Doküman Analizi Örneği”, GUJGEF, vol. 31, no. 2, pp. 439–457, 2011.
ISNAD Tuncer, A. Tuba et al. “Türkçe İlköğretim Kitaplarında Engel Ve Engellilik: Bir Doküman Analizi Örneği”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 31/2 (June 2011), 439-457.
JAMA Tuncer AT, Karasu N, Altunay B, Güler Ö. Türkçe İlköğretim Kitaplarında Engel ve Engellilik: Bir Doküman Analizi Örneği. GUJGEF. 2011;31:439–457.
MLA Tuncer, A. Tuba et al. “Türkçe İlköğretim Kitaplarında Engel Ve Engellilik: Bir Doküman Analizi Örneği”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, vol. 31, no. 2, 2011, pp. 439-57.
Vancouver Tuncer AT, Karasu N, Altunay B, Güler Ö. Türkçe İlköğretim Kitaplarında Engel ve Engellilik: Bir Doküman Analizi Örneği. GUJGEF. 2011;31(2):439-57.