A Study on The Evaluation Of Inclusive Education Policies: School Problems of Students With Disabilities
Abstract
Inclusive
education is the process of education in which regular and special needs
learners are brought together in the same academic environment and classroom
for the purpose of learning. The investigation of inclusive education in
different dimensions is important for policymaking. The aim of this study is to
determine the school problems of students with disabilities attending inclusive
classes in primary and secondary schools according to parents. The study was conducted based on the qualitative
phenomenological research design, which attempts to describe the essence of
experiences about a phenomenon. Participants of the research consist of 20
parents in Kastamonu city center. Students have problems with teachers, friends
and school principals. They have more problems with teachers. Implications
for further research and practice and implications of these findings for future
reforms of inclusive education were discussed.
References
- Artiles, A. J., ve Kozleski, E. B. (2010). What counts as response to intervention in RTI? A sociocultural analysis. Psichotema, 22, 949-954.
- Kuyini, A.B. ve Desai, İ. (2009). Providing instruction to students with special needs in inclusive classrooms in Ghana : Issues and challenges. International Journal of Whole Schooling,5(2), 22 -39.
- Boyle, C., Scriven, B., Durning, S., ve Downes, C. (2011). Facilitating the learning of all students: The professional positive of inclusive practice in Australian primary schools. Support for Learning, 26(2), 72-78.
- Bryant, D. P., Smith, D. D., ve Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston, MA: Pearson Education, Inc.
- Bubpha, S., Erawan, P. ve Saihong, P. (2012). Model development for inclusive education management: Practical guidelines for inclusive schools. Journal of Education and Practice, 3(8), 223-233.
- Bunch, G. ve Valeo, A. (2004). Student attitudes toward peers with disabilities in inclusive and special education schools. Disability and Society, 19(1), 61-76.
- Burstein, N., Sears, S., Wilcoxen, A., Cabello, B., ve Spagna, M. (2004). Moving toward inclusive practices. Remedial & Special Education, 25(2), 104-116.
- Büyüköztürk, Ş. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
- Chow, V., ve Kasari, T. (1999). Task related interactions among teachers and exceptional at-risk typical learners in inclusive settings. Remedial and Special Education, 20, 226-232.
- Ekeh, U. ve Oladayo, T. (2013). Academic achievement of regular and special needs students in inclusive and non-inclusive classroom settings. European Scientific Journal, 9(8), 1857–7881.
Kaynaştırma eğitimi politikalarının değerlendirilmesine yönelik bir çalışma: Engelli öğrencilerin okul sorunları
Abstract
Kaynaştırma
eğitimi, normal özel eğitime ihtiyaç duyan öğrencilerin birlikte eğitim alma
sürecidir. Kaynaştırma eğitiminin farklı boyutlarda incelenmesi politika
belirlemek için önemlidir. Bu çalışmanın amacı, çocuğu devlet ilkokulları ve
ortaokullarında kaynaştırma eğitimi alan velilere göre engelli öğrencilerin
okul sorunlarını belirlemektir. Kaynaştırma
eğitiminin sorunlarına yönelik veli görüşlerini belirlemeyi amaçlayan bu
çalışmada nitel araştırma yöntemi kullanılmıştır. Çalışmada Kastamonu
ili merkezi devlet ilkokullarında ve ortaokullarında kaynaştırma eğitimine devam
eden öğrencilerin velilerinin görüşlerine başvurulmuştur. Kaynaştırma eğitimi
alan öğrencilerin okul sorunlarını belirlemede okul sorunları; okul
yöneticileri, öğretmenler ve arkadaşlar boyutu olarak ayrı ayrı incelenmiştir.
Elde edilen bulgular genel olarak değerlendirildiğinde, kaynaştırma eğitimi
alan öğrencilerin en fazla öğretmenlerle en az ise arkadaşlarıyla sorun
yaşamaktadır. Çalışmanın bulgularına dayalı olarak araştırma ve uygulamalara
yönelik öneriler, çalışma sonunda sunulmuştur.
Keywords
References
- Artiles, A. J., ve Kozleski, E. B. (2010). What counts as response to intervention in RTI? A sociocultural analysis. Psichotema, 22, 949-954.
- Kuyini, A.B. ve Desai, İ. (2009). Providing instruction to students with special needs in inclusive classrooms in Ghana : Issues and challenges. International Journal of Whole Schooling,5(2), 22 -39.
- Boyle, C., Scriven, B., Durning, S., ve Downes, C. (2011). Facilitating the learning of all students: The professional positive of inclusive practice in Australian primary schools. Support for Learning, 26(2), 72-78.
- Bryant, D. P., Smith, D. D., ve Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston, MA: Pearson Education, Inc.
- Bubpha, S., Erawan, P. ve Saihong, P. (2012). Model development for inclusive education management: Practical guidelines for inclusive schools. Journal of Education and Practice, 3(8), 223-233.
- Bunch, G. ve Valeo, A. (2004). Student attitudes toward peers with disabilities in inclusive and special education schools. Disability and Society, 19(1), 61-76.
- Burstein, N., Sears, S., Wilcoxen, A., Cabello, B., ve Spagna, M. (2004). Moving toward inclusive practices. Remedial & Special Education, 25(2), 104-116.
- Büyüköztürk, Ş. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
- Chow, V., ve Kasari, T. (1999). Task related interactions among teachers and exceptional at-risk typical learners in inclusive settings. Remedial and Special Education, 20, 226-232.
- Ekeh, U. ve Oladayo, T. (2013). Academic achievement of regular and special needs students in inclusive and non-inclusive classroom settings. European Scientific Journal, 9(8), 1857–7881.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | March 25, 2017 |
| Published in Issue | Year 2017 Volume: 6 Issue: 1 |
