Sınıf Öğretmenlerinin Kaynaştırmaya Yönelik Tutumlarının İncelenmesi

Year 2018, Volume: 19 Issue: 3, 418 - 433, 30.12.2018

Osman Özokcu

https://doi.org/10.17679/inuefd.472639

Cited By: 5

Abstract

Bu çalışmada, sınıf öğretmenlerinin kaynaştırma
uygulamalarına yönelik tutumlarınn çeşitli değişkenler açısından anlamlı
farklılık gösterip göstermediği amaçlanmıştır. Araştırmada betimsel tarama
modeli kullanılmıştır. Araştırma grubunu Malatya ilinde ilkokullarda görev
yapan 457 sınıf öğretmeni oluşturmuştur. Araştırmada öğretmenlerin kaynaştırma
uygulamalarına yönelik tutumlarını belirlemek amacıyla Forlin, Earle, Loreman
ve Sharma tarafından (2011) yılında geliştirilen ve Bayar, Özaşkın ve Bardak
(2015) tarafından Türkçeye uyarlanan Kaynaştırmaya Yönelik Duygu, Tutum ve
Endişe Ölçeği (KYDTEÖ) kullanılmıştır. Araştırma sonuçları, sınıf
öğretmenlerinin kaynaştırma uygulamalarına yönelik tutumlarını ölçen KYDTEÖ
ölçeğinden maksimum dört puan üzerinden ortalama 2.56 puan almışlardır.
Ayrıca, öğretmenlerin kaynaştırmaya yönelik tutum ölçeği toplam puanları
arasında onların, cinsiyetleri, mezuniyet düzeylerine göre anlamlı bir
farklılık bulunmamış ancak öğretmenlerin yaşları, özel gereksinimli bireyle
etkileşim düzeyi, özel eğitim dersi alma düzeyleri ve yasa ve politikalar
hakkında bilgi düzeyi, engelli bireyle çalışma konusunda kendisine güven
düzeyi ve engelli öğrencilerle çalışma deneyimi düzeylerine göre anlamlı bir
farklılığa yol açmıştır.

Keywords

Kaynaştırma eğitimi, sınıf öğretmeni, öğretmen tutumları

Investigating Classroom Teachers’ Attitudes Towards Inclusion

Abstract

The aim of this study is to investigate classroom
teachers’ attitudes towards inclusion practices in terms of demographic
variables. The study was designed as a descriptive survey study using
qualitative data collection tools. A total of 457 classroom teachers from
primary schools in the province of Malatya, constituted the participants of the
study. The Sentiments, Attitudes, and Concerns about Inclusive Education
Revised (SACIE-R) scale developed by Forlin, Earle, Loreman, and Sharma (2011)
and adapted into Turkish by Bayar, Özaşkın, and Bardak (2015) was used to
determine the teachers’ attitudes towards inclusion practices. The results
revealed that the classroom teachers scored an average of 2.56 points out of a
maximum of four points on the SACIE-R scale, which measures classroom teachers’
attitudes towards inclusion practices. In addition, no significant difference
was found among the participants’ total scores on the scale according to their
gender and educational level. However, a significant difference was found
according to their ages, level of interaction with individuals with special
needs, level of attending special education courses, level of knowledge about laws
and policies, level of self-confidence in working with disabled individuals,
and level of experience in working with disabled students

Keywords

Inclusive education, classroom teacher, teacher attitudes.

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