Erken müdahale ve okul öncesi özel eğitim uygulayıcılarının güven ve yeterliliklerinin değerlendirilmesi

Öz

1800'den fazla 0-3 yaş çocuklarıyla çalışan erken müdahale uygulayıcıları ve 3-5 yaş çocuklarına hizmet sağlayan okul öncesi özel eğitim uygulayıcıları altı farklı tür uygulamayı kullanmada (aile merkezli uygulamalar, ekip oluşturma ve işbirliği, ölçme ve değerlendirme, Bireyselleştirilmiş Aile Hizmet Planları [IFSPs] ve Bireyselleştirilmiş Eğitim Planları [IEPs], eğitimsel uygulamalar, doğal ortamlar ve kaynaştırma) yeterliliklerini ve güvenlerini kendi kendilerine değerlendirmiştir. Katılımcılar sınıf ve özel eğitim öğretmenleri, konuşma, iş ve fizyo terapistleri ve psikologlar ve sosyal çalışmacılardan oluşmaktadır. Sonuçlar neredeyse tüm analizlerde, uygulamacıların kendilerini aile ve çocuklarla gerçekleştirdikleri uygulamaları kullanmada yeterli olmaktan daha fazla emin olarak değerlendirdiklerini göstermiştir. Hep birlikte bulgular, uygulamacıların erken müdahale ve okul öncesi özel eğitim yeterliliklerini değerlendirmedeki benzerlikleri ve farklılıkları üzerine ilk veri setini oluşturmaktadır. Araştırma ve uygulama için yansımalar açıklanmıştır.

Anahtar Kelimeler

• Erken çocukluk uygulayıcıları, öz-etkililik inançları, öz-yeterlilik, öz-güven.

Confidence and Competence Appraisals of Early Intervention and Preschool Special Education Practitioners

Abstract

More than 1,800 early intervention practitioners serving birth to 3 year old children and preschool special education practitioners serving 3 to 5 year old children made self-judgments of their competence and confidence in using six different kinds of practices (family-centered practices, teaming and collaboration, assessment and evaluation, IFSPs and IEPs, instructional practices, and natural environments and inclusion). The participants include regular and special education teachers, speech, occupation and physical therapists, and psychologists and social workers. Results showed that in nearly all analyses, the practitioners judged themselves as more confident than competent in using the practices with children and families regardless of discipline. The findings taken together constitute the first set of data on the similarities and differences in practitioners' appraisals of their early intervention and preschool special education capabilities. Implications for research and practice are described.

Keywords

• Early childhood practitioners
• self-efficacy beliefs
• self-competence
• self-confidence.

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