Okul Öncesi Öğretmenlerin Kaynaştırma Konusundaki Tutumları ve Bilgi Düzeyleri

Year 2013, , 107 - 128, 01.06.2013

Bülbin Sucuoğlu Hatice Bakkaloğlu Fadime İşcen Karasu Şeyma Demir Selma Akalın

https://doi.org/10.20489/intjecse.107929

Cited By: 1

Abstract

Bu çalışmanın amacı okul öncesi öğretmenlerim kaynaştırma konusundaki bilgilerini ve tutumlarını incelemek ve öğretmenlerin bilgileri ile tutumları arasındaki ilişkiyi belirlemektir. Veri toplamak amacıyla araştırmacılar tarafından geliştirilen Kaynaştırma Bilgi Testi ve Kaynaştırmaya İlişkin Görüşler Ölçeği'nin Türkçe Formu kullanılmıştır. Çalışmaya sınıfında yetersizliği olan çocuk bulunan 30 okul öncesi öğretmeni katılmıştır. Yapılan analizlerin sonuçları öğretmenlerin kaynaştırma hakkında bildikleri ve bilmedikleri konulara ilişkin spesifik bilgiler sağlamıştır. Ayrıca öğretmenlerin kaynaştırmaya ilişkin tutumlarının olumlu ya da olumsuz olmadığı ve öğretmenlerin bilgi düzeyleri ile tutumları arasında anlamlı bir ilişki olmadığı bulunmuştur. Tüm bulgular okul öncesi öğretmen eğitimi programları çerçevesinde tartışılmış ve kaynaştırma sınıflardaki yetersizliği olan küçük çocuklarla çalışabilecek öğretmenlerin eğitimine yönelik bir dizi öneri geliştirilmiştir.

Keywords

Okul öncesi öğretmen, kaynaştırma, bilgi, tutumlar, yetersizliği olan küçük çocuklar

Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion

Abstract

The purpose of the current study was to investigate the knowledge and attitudes of preschool teachers regarding inclusive practices and to determine the relationship between knowledge and attitudes of the teacher about inclusion. Two instruments were used for data collection: The Inclusion Knowledge Test developed by the researchers and the Turkish form of Opinions Relative to Integration of Students with Disabilities. 30 preschool teachers who have children with disabilities in their classrooms participated in the study. The results of analysis provided the specific information about what the teachers know and do not know about inclusive practices. In addition, it was found that teacher attitudes towards inclusion were neither positive nor negative and there is no significant relationship between the level of knowledge and attitudes of the teachers. All findings were discussed in terms of preschool teacher training programs and several suggestions were made to train teachers who are able to work with young children with disabilities in regular classrooms.

Keywords

Preschool teacher, inclusion, knowledge, attitudes, young children with disabilities

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