ijtes International Journal of Turkish Education Sciences 2148-2314 Tokat Gaziosmanpasa University 10.46778/goputeb.1644711 Child Development Education Other Fields of Education (Other) Autism and Spectrum Disorder Education Çocuk Gelişimi Eğitimi Alan Eğitimleri (Diğer) Otizm ve Spekrum Bozukluğu Eğitimi Özel Gereksinimli Çocukların Okulda Katılım Hakkına İlişkin Öğretmen Görüşleri Teachers’ Views on the Right to Participate of Children with Special Needs at School https://orcid.org/0000-0002-5860-9236 Akyol Tugce Afyon Kocatepe Üniversitesi 11 29 2025 13 3 1876 1906 02 21 2025 08 16 2025 Copyright © 2013, International Journal of Turkish Education Sciences 2013 International Journal of Turkish Education Sciences

Bu araştırmanın amacı, öğretmenlerin özel gereksinimli çocukların okulda katılım hakkına ilişkin görüşlerinin belirlenmesidir. Nitel araştırma yöntemlerinden biri olan durum çalışması ile gerçekleştirilen bu araştırmanın çalışma grubunu, Türkiye'nin iç ege bölgesindeki bir şehir merkezinde özel eğitim ve rehabilitasyon merkezlerinde çalışan 20 öğretmen oluşturmuştur. Araştırmacı tarafından geliştirilen yarı yapılandırılmış “Öğretmen Görüşme Formu” veri toplama aracı olarak kullanılmıştır. Çalışmadan elde edilen verilerin analizi için içerik analizi kullanılmıştır. Mevcut çalışmanın sonucunda, öğretmenler özel ihtiyaçları olan çocukların normal gelişen çocuklarla eşit haklara sahip olması gerektiğini belirtmiştir. Öğretmenler, tutum, sosyal çevre ve öğretmenler gibi faktörlerin özel ihtiyaçları olan çocukların katılımını en çok destekleyen faktörler olduğunu belirtmişlerdir. Buna karşın, yetersiz aile bilgisi, yetersiz aile desteği, ailenin reddi ve yüksek beklentiler gibi faktörlerin katılımı engellemektedir. Bazı öğretmenler, çocukların sınıf etkinliklerine katılımının yüksek ve orta düzeyde olduğunu belirtti. Ayrıca, öğretmenlerin özel gereksinimli çocukların katılımını desteklemek için çocuk merkezli uygulamalar, pekiştiriciler, öğrenme ortamında organizasyon, seçenekler sunma, aile eğitimi ve iletişim gibi yöntemler kullandıkları sonucuna varılmıştır.

This study aims to determine teachers' views on the participation of children with special needs at school. The study group for this research, which employed a case study as one of the qualitative research methods, consisted of 20 teachers working in special education and rehabilitation centres in a city centre in the inner Aegean region of Turkey. The semi-structured “Teacher Interview Form” developed by the researcher was used as a data collection tool. Content analysis was used to analyze the data obtained from the study. As a result of the current study, teachers stated that children with special needs should have equal rights with typically developing children. Teachers noted that factors such as attitude, social environment, and teachers themselves strongly support the participation of children with special needs the most. In contrast, factors such as insufficient family knowledge, insufficient family support, family rejection, and high expectations hinder participation. Some of the teachers stated that they found children’s participation in classroom activities at high and medium levels. Furthermore, it was concluded that teachers used methods such as child-centered practices, reinforcers, organization in the learning environment, providing options, family education, and communication to support the participation of children with special needs.

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