Research Article
BibTex RIS Cite

Understanding Academicians' Perspectives on Social Inclusion and Inclusive Education

Year 2024, Volume: 11 Issue: 3, 902 - 918
https://doi.org/10.21020/husbfd.1447763

Abstract

Objectives: This study aims to examine the perspectives and perceptions of academics working in universities on inclusive education and social inclusion. Inclusive education aims to provide equal opportunities and ensure quality education and active participation for all students, while social inclusion transforms educational institutions to accept differences and support diversity for students' full participation and high-quality learning.
Material and Methods: The research conducted at Hacettepe University between May 1st 2023- March 1st 2024 dates utilized a phenomenological qualitative design, employing semi-structured interviews. A Demographic Information Form and open-ended questions developed through a literature review by researchers were applied. The sample size was 14, and interviews were completed within the range of 25-30 minutes.
Results: Five themes were examined, including participation processes, encountered problems, recommendations, academics' approach, and the role of educators. Participants primarily emphasized themes such as social integration, accessible physical environment, and equal opportunities. It was indicated that to enhance inclusive education, an interdisciplinary perspective, alongside educators' training, requires recommendations based on activities, individuals, and institutions.
Conclusion: The research revealed that inclusive education and social inclusion are fundamentally associated with physical, social and societal participation, with accessibility issues identified as the most influential factor affecting participation. The common view among academics was that institutional leadership plays a crucial role in solving these problems. It was emphasized that academics need to be knowledgeable about inclusive education and apply individualized educational models to contribute to the education and social life of disadvantaged individuals—who stand out as the group most frequently encountering problems in implementing inclusive education approaches.

Ethical Statement

The research with the protocol number GO 23/281 was conducted between June 2023 and August 2023 following the approval of the Hacettepe University Non-Interventional Clinical Research Ethics Committee.

Supporting Institution

-

Thanks

-

References

  • Bai, M., Barletta, W., Bruhwiler, D., Chattopadhyay, S., Hao, Y., Holder, S., Holzbauer, J., Huang, Z., Harkay, K., & Kim, Y.-K. (2022). Strategies in education, outreach, and inclusion to enhance the us workforce in accelerator science and engineering. arXiv preprint arXiv:2203.08919. https://doi.org/10.48550/arXiv.2203.08919
  • Balyer, A., & Öz, Ö. (2018). Academicians' Views on Digital Transformation in Education. International Online Journal of Education and Teaching, 5(4), 809-830. : https://www.researchgate.net/publication/333354818
  • Banks, J. A. (2009). The Routledge international companion to multicultural education. Routledge. ISBN 0-203-88151-6
  • Bayram, B. (2019). Sosyal bilgiler öğretmenlerinin kapsayıcı eğitime yönelik algı ve uygulamaları Eğitim Bilimleri Enstitüsü]. http://dx.doi.org/10.15390/EB.2020.9179Creswell, J. W. (2005). Educational research: Planning conducting and evaluating quantitative and qualitative research (2nd ed.). Pearson Ed. Inc.
  • Bodhi, R., Singh, T., Joshi, Y., & Sangroya, D. (2022). Impact of psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education. International Journal of Educational Management, 36(4), 381-396. https://doi.org/10.1108/IJEM-02-2020-0113
  • Ceyhan, M. A. (2012). Eğitimde çokdillilik ve ayrımcılık: Sosyolojik, eğitimsel, dilbilimsel perspektifler. Ayrımcılık çokboyutlu Yaklaşımlar, 231-244. https://www.academia.edu/2312435/Eğitimde_çokdillilik_ve_ayrımcılık_Sosyolojik_eğitimsel_dilbilimsel_perspektifler
  • Coombes, L., & Wratten, A. (2007). The lived experience of community mental health nurses working with people who have dual diagnosis: a phenomenological study. Journal of Psychiatric and Mental Health Nursing, 14(4), 382-392.
  • Çiftçi, Y. A., & AYDIN, H. (2014). Türkiye’de çokkültürlü eğitimin gerekliliği üzerine bir çalışma. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi(33), 197-218. https://dergipark.org.tr/en/pub/sufesosbil/issue/75231/1234364
  • Education, O. (2004). The Salamanca statement and framework for action on special needs education. Special Educational Needs and Inclusive Education: Systems and contexts, 1, 382. ISBN: 978-0-415-28452-3
  • Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. In (Vol. 43, pp. 4-8): Taylor & Francis. https://doi.org/10.1080/02619768.2020.1707579
  • Framework, D. (2000). Dakar Framework for Action—Education for All: Meeting Our Collective Commitments. World Education Forum, UNESCO, Dakar, Senegal held on April, https://unesdoc.unesco.org/ark:/48223/pf0000121147
  • Gale, T., & Mills, C. (2013). Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogies. Enhancing learning in the social sciences, 5(2), 7-19. https://doi.org/10.11120/elss.2013.00008
  • Helena Martins, M., Borges, M. L., & Gonçalves, T. (2018). Attitudes towards inclusion in higher education in a Portuguese university. International Journal of Inclusive Education, 22(5), 527-542. https://doi.org/10.1080/13603116.2017.1377299
  • Kurum, G., & Erdemli, O. (2021). Challenges Encountered by Academicians in International Students' Education: Turkey Case. Eurasian Journal of Educational Research, 91, 145-172. DOI: 10.14689/ejer.2021.91.8
  • Larkin, H., Nihill, C., & Devlin, M. (2014). Inclusive practices in academia and beyond. In The future of learning and teaching in next generation learning spaces (pp. 147-171). Emerald Group Publishing Limited. http://dx.doi.org/10.1108/S1479-362820140000012012
  • Lipka, O., Khouri, M., & Shecter-Lerner, M. (2020). University faculty attitudes and knowledge about learning disabilities. Higher Education Research & Development, 39(5), 982-996. https://doi.org/10.1080/07294360.2019.1695750
  • Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M., & Savolainen, H. (2020). Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 35(1), 100-114. https://doi.org/10.1080/08856257.2019.1615800
  • Morgado, B., Cortés‐Vega, M. D., López‐Gavira, R., Álvarez, E., & Moriña, A. (2016). Inclusive education in higher education? Journal of Research in Special Educational Needs, 16, 639-642. https://doi.org/10.1111/1471-3802.12323
  • Nejat, İ., & Duygu, G. (2018). Eğitim fakültesi öğretim üyelerinin kapsayici eğitime yönelik görüşleri. Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432, 7(2), 29-38. https://www.tijseg.org/index.php/tijseg/article/view/44/48
  • Nilholm, C. (2021). Research about inclusive education in 2020–How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358-370. https://doi.org/10.1080/08856257.2020.1754547
  • POLAT, M. (2022). “Kapsayıcı Eğitim” Mümkün Mü? Kapsayıcı Eğitim Dersini Alan Öğretmen Adaylarının Görüşlerinin Vignette Tekniği İle İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 965-986. https://doi.org/10.33711/yyuefd.1066922
  • Rabia, Ü., & Aladağ, S. (2020). Kapsayıcı eğitim uygulamaları bağlamında sorunlar ve çözüm önerilerinin incelenmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(1), 23-42. https://dergipark.org.tr/en/pub/jietp/issue/54500/698889
  • Silverman, D. (2016). Introducing qualitative research. Qualitative research, 3(3), 14-25.
  • Srivastava, A., Agarwal, S., & Ganapathy, M. (2022). Inclusive higher education in cross-cultural settings. International Journal of Educational Management, 36(4), 357-363. https://doi.org/10.1108/IJEM-05-2022-589
  • Şimşir, Z., & Dilmaç, B. (2018). Yabancı uyruklu öğrencilerin eğitim gördüğü okullarda öğretmenlerin karşılaştığı sorunlar ve çözüm önerileri. İlköğretim Online, 17(2), 1116-1134. http://doi.org/10.17051/ilkonline.2018.419647
  • Teixeira, V., Correia, A., Monteiro, E., Kuok, A. C., & Forlin, C. (2018). Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education, 22(9), 1014-1032. https://doi.org/10.1080/13603116.2017.1414318
  • Van Mieghem, A., Verschueren, K., Petry, K., & Struyf, E. (2020). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689. https://doi.org/10.1080/13603116.2018.1482012
  • Wirihana, L., Welch, A., Williamson, M., Christensen, M., Bakon, S., & Craft, J. (2018). Using Colaizzi’s method of data analysis to explore the experiences of nurse academics teaching on satellite campuses. Nurse Researcher (2014+), 25(4), 30. http://doi.org/10.7748/nr.2018.e1516

Akademisyenlerde Sosyal İçerme ve Kapsayıcı Eğitim Bakış Açılarının Değerlendirilmesi

Year 2024, Volume: 11 Issue: 3, 902 - 918
https://doi.org/10.21020/husbfd.1447763

Abstract

Amaç: Bu çalışma, üniversitelerde görev alan akademisyenlerin kapsayıcı eğitim ve sosyal içerme konularına yönelik bakış açılarını ve algılarını incelemeyi hedeflemektedir. Kapsayıcı eğitim, tüm öğrenciler için eşit fırsatlar sunarak kaliteli eğitim ve aktif katılımı amaçlayan bir yaklaşımken, sosyal içerme, eğitim kurumlarının farklılıkları kabul edip çeşitliliği destekleyerek öğrencilerin tam katılımını ve yüksek kaliteli öğrenim görmesini sağlamaya yönelik dönüşümünü ifade eder.
Gereç ve Yöntem: Hacettepe Üniversitesi'nde 1 Mayıs 2023- 1 Mart 2024 tarihleri arasında yürütülen araştırma, fenomenolojik nitel desende gerçekleştirilmiş olup yarı yapılandırılmış görüşmeler kullanılmıştır. Demografik Bilgi Formu ve araştırmacılar tarafından literatür incelemesi sonucu oluşturulan açık uçlu sorular uygulanmıştır. Örneklem büyüklüğü 14’tür ve görüşmeler 25-30 dakika aralığında tamamlanmıştır.
Bulgular: Katılım süreçleri, karşılaşılan problemler, öneriler, akademisyenlerin yaklaşımı ve eğitmenin rolleri olmak üzere beş temada incelenmiştir. Katılımcıların sosyal entegrasyon, erişilebilir fiziksel ortam, fırsat eşitliği gibi temalara birincil derecede önem verdikleri ve kapsayıcı eğitimi geliştirmek için interdisipliner bakış açısı ve eğitimcilerin eğitiminin yanında, aktivite, birey ve kurum temelli öneriler sunulması gerektiği belirtilmiştir.
Sonuç: Araştırma, kapsayıcı eğitim ve sosyal içermenin temelde fiziksel, sosyal ve toplumsal yaşama katılım ile ilişkili olduğunu ve katılımı en fazla etkileyen faktörün erişilebilirlik sorunları olduğunu ortaya koydu. Akademisyenlerin ortak görüşü, bu sorunun çözümünde üst kurumların ve yönetimin rol oynadığı yönünde oldu. Özellikle kapsayıcı eğitim yaklaşımının uygulanmasında en sık problemle karşılaşan grup olarak öne çıkan dezavantajlı bireylerin eğitimine ve sosyal hayatına katkı sağlamak için akademisyenlerin kapsayıcı eğitim konusunda bilgi sahibi olmaları ve kişiye özgü eğitim modellerini uygulamaları gerektiği vurgulandı.

Ethical Statement

GO 23/281 numaralı araştırma Hacettepe Üniversitesi Girişimsel Olmayan Klinik Araştırmalar Etik Kurulu onayını takiben Haziran 2023-Ağustos 2023 tarihleri arasında gerçekleştirildi.

Supporting Institution

-

Thanks

-

References

  • Bai, M., Barletta, W., Bruhwiler, D., Chattopadhyay, S., Hao, Y., Holder, S., Holzbauer, J., Huang, Z., Harkay, K., & Kim, Y.-K. (2022). Strategies in education, outreach, and inclusion to enhance the us workforce in accelerator science and engineering. arXiv preprint arXiv:2203.08919. https://doi.org/10.48550/arXiv.2203.08919
  • Balyer, A., & Öz, Ö. (2018). Academicians' Views on Digital Transformation in Education. International Online Journal of Education and Teaching, 5(4), 809-830. : https://www.researchgate.net/publication/333354818
  • Banks, J. A. (2009). The Routledge international companion to multicultural education. Routledge. ISBN 0-203-88151-6
  • Bayram, B. (2019). Sosyal bilgiler öğretmenlerinin kapsayıcı eğitime yönelik algı ve uygulamaları Eğitim Bilimleri Enstitüsü]. http://dx.doi.org/10.15390/EB.2020.9179Creswell, J. W. (2005). Educational research: Planning conducting and evaluating quantitative and qualitative research (2nd ed.). Pearson Ed. Inc.
  • Bodhi, R., Singh, T., Joshi, Y., & Sangroya, D. (2022). Impact of psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education. International Journal of Educational Management, 36(4), 381-396. https://doi.org/10.1108/IJEM-02-2020-0113
  • Ceyhan, M. A. (2012). Eğitimde çokdillilik ve ayrımcılık: Sosyolojik, eğitimsel, dilbilimsel perspektifler. Ayrımcılık çokboyutlu Yaklaşımlar, 231-244. https://www.academia.edu/2312435/Eğitimde_çokdillilik_ve_ayrımcılık_Sosyolojik_eğitimsel_dilbilimsel_perspektifler
  • Coombes, L., & Wratten, A. (2007). The lived experience of community mental health nurses working with people who have dual diagnosis: a phenomenological study. Journal of Psychiatric and Mental Health Nursing, 14(4), 382-392.
  • Çiftçi, Y. A., & AYDIN, H. (2014). Türkiye’de çokkültürlü eğitimin gerekliliği üzerine bir çalışma. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi(33), 197-218. https://dergipark.org.tr/en/pub/sufesosbil/issue/75231/1234364
  • Education, O. (2004). The Salamanca statement and framework for action on special needs education. Special Educational Needs and Inclusive Education: Systems and contexts, 1, 382. ISBN: 978-0-415-28452-3
  • Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. In (Vol. 43, pp. 4-8): Taylor & Francis. https://doi.org/10.1080/02619768.2020.1707579
  • Framework, D. (2000). Dakar Framework for Action—Education for All: Meeting Our Collective Commitments. World Education Forum, UNESCO, Dakar, Senegal held on April, https://unesdoc.unesco.org/ark:/48223/pf0000121147
  • Gale, T., & Mills, C. (2013). Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogies. Enhancing learning in the social sciences, 5(2), 7-19. https://doi.org/10.11120/elss.2013.00008
  • Helena Martins, M., Borges, M. L., & Gonçalves, T. (2018). Attitudes towards inclusion in higher education in a Portuguese university. International Journal of Inclusive Education, 22(5), 527-542. https://doi.org/10.1080/13603116.2017.1377299
  • Kurum, G., & Erdemli, O. (2021). Challenges Encountered by Academicians in International Students' Education: Turkey Case. Eurasian Journal of Educational Research, 91, 145-172. DOI: 10.14689/ejer.2021.91.8
  • Larkin, H., Nihill, C., & Devlin, M. (2014). Inclusive practices in academia and beyond. In The future of learning and teaching in next generation learning spaces (pp. 147-171). Emerald Group Publishing Limited. http://dx.doi.org/10.1108/S1479-362820140000012012
  • Lipka, O., Khouri, M., & Shecter-Lerner, M. (2020). University faculty attitudes and knowledge about learning disabilities. Higher Education Research & Development, 39(5), 982-996. https://doi.org/10.1080/07294360.2019.1695750
  • Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M., & Savolainen, H. (2020). Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 35(1), 100-114. https://doi.org/10.1080/08856257.2019.1615800
  • Morgado, B., Cortés‐Vega, M. D., López‐Gavira, R., Álvarez, E., & Moriña, A. (2016). Inclusive education in higher education? Journal of Research in Special Educational Needs, 16, 639-642. https://doi.org/10.1111/1471-3802.12323
  • Nejat, İ., & Duygu, G. (2018). Eğitim fakültesi öğretim üyelerinin kapsayici eğitime yönelik görüşleri. Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432, 7(2), 29-38. https://www.tijseg.org/index.php/tijseg/article/view/44/48
  • Nilholm, C. (2021). Research about inclusive education in 2020–How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358-370. https://doi.org/10.1080/08856257.2020.1754547
  • POLAT, M. (2022). “Kapsayıcı Eğitim” Mümkün Mü? Kapsayıcı Eğitim Dersini Alan Öğretmen Adaylarının Görüşlerinin Vignette Tekniği İle İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 965-986. https://doi.org/10.33711/yyuefd.1066922
  • Rabia, Ü., & Aladağ, S. (2020). Kapsayıcı eğitim uygulamaları bağlamında sorunlar ve çözüm önerilerinin incelenmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(1), 23-42. https://dergipark.org.tr/en/pub/jietp/issue/54500/698889
  • Silverman, D. (2016). Introducing qualitative research. Qualitative research, 3(3), 14-25.
  • Srivastava, A., Agarwal, S., & Ganapathy, M. (2022). Inclusive higher education in cross-cultural settings. International Journal of Educational Management, 36(4), 357-363. https://doi.org/10.1108/IJEM-05-2022-589
  • Şimşir, Z., & Dilmaç, B. (2018). Yabancı uyruklu öğrencilerin eğitim gördüğü okullarda öğretmenlerin karşılaştığı sorunlar ve çözüm önerileri. İlköğretim Online, 17(2), 1116-1134. http://doi.org/10.17051/ilkonline.2018.419647
  • Teixeira, V., Correia, A., Monteiro, E., Kuok, A. C., & Forlin, C. (2018). Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education, 22(9), 1014-1032. https://doi.org/10.1080/13603116.2017.1414318
  • Van Mieghem, A., Verschueren, K., Petry, K., & Struyf, E. (2020). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689. https://doi.org/10.1080/13603116.2018.1482012
  • Wirihana, L., Welch, A., Williamson, M., Christensen, M., Bakon, S., & Craft, J. (2018). Using Colaizzi’s method of data analysis to explore the experiences of nurse academics teaching on satellite campuses. Nurse Researcher (2014+), 25(4), 30. http://doi.org/10.7748/nr.2018.e1516
There are 28 citations in total.

Details

Primary Language Turkish
Subjects Occupational Therapy
Journal Section Articles
Authors

Tuğçe Özyetgin 0009-0003-9463-3094

Feyza Şengül 0009-0009-8250-2082

Hatice Abaoğlu 0000-0001-8060-3730

Early Pub Date December 20, 2024
Publication Date
Submission Date March 6, 2024
Acceptance Date July 31, 2024
Published in Issue Year 2024 Volume: 11 Issue: 3

Cite

APA Özyetgin, T., Şengül, F., & Abaoğlu, H. (2024). Akademisyenlerde Sosyal İçerme ve Kapsayıcı Eğitim Bakış Açılarının Değerlendirilmesi. Hacettepe University Faculty of Health Sciences Journal, 11(3), 902-918. https://doi.org/10.21020/husbfd.1447763