Özel Gereksinimi Olan Mülteci Çocukların ve Tipik Gelişim Gösteren Çocukların Sınıf İçi Durumlarına İlişkin Okul Öncesi Öğretmenlerinin Görüşleri

Abstract

2011 yılında Suriye'de başlayan iç savaşın ardından Türkiye'ye büyük bir mülteci akını olmuştur. Bu kitlesel göçün önemli bir bölümünü 18 yaş altı çocuklar oluşturmakta olup, özellikle beş yaş altı çocuklar arasında kaçının özel gereksinimli olduğu tam olarak bilinmemektedir. Mülteci olmak ve özel gereksinimli birey olmak, her biri başlı başına sosyal bir sorun teşkil ederken, bu iki durumu aynı anda yaşayan çocukların gelişim süreçleri çok daha karmaşık hale gelmektedir. Bu araştırmanın amacı, özel gereksinimli mülteci çocukların ve tipik gelişim gösteren çocukların sınıf içindeki durumlarına ilişkin okul öncesi öğretmenlerinin görüşlerini incelemektir. Araştırma nitel yöntemlerden fenomenoloji deseniyle yürütülmüştür. Çalışma grubunun belirlenmesinde ölçüt örnekleme yöntemi kullanılmıştır. Belirlenen ölçütler şunlardır: (i) öğretmenin sınıfında hem özel gereksinimli hem de mülteci statüsünde çocuk bulunması, (ii) bu çocukların okul öncesi eğitime devam ediyor olması. Bu bağlamda, Sakarya ilinde üçü hâlen özel gereksinimli mülteci çocuklarla çalışan, yedisi ise geçmişte bu gruplarla çalışmış olan on okul öncesi öğretmeni araştırmaya dâhil edilmiştir. Veri toplama aracı olarak demografik bilgi formu ile yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. İlk bulgular, öğretmenlerin dil yetersizliği ve özel gereksinimlerin birlikte varlığının önemli güçlükler yarattığını; bu çocukların yalnızlaşma, kendini ifade edememe ve akranlarıyla iletişim sorunları yaşadıklarını ortaya koymuştur.

Keywords

• Özel gereksinim
• okul öncesi öğretmeni
• mülteci çocuklar
• okul öncesi eğitim
• tipik gelişim gösteren çocuklar

An Examination of Classroom Transitions of Syrian Children with Special Needs and Typically Developing Turkish Children

Abstract

The global increase in refugee populations has significantly impacted early chıldhood education systemsi especially in host countries. With the beginning of the civil war in Syria in 2011, Turkey experienced a large influx of refugees. A significant portion of this population consists of persons younger than 18 years old, with the exact number of children under five who have special needs remaining unknown. Being a refugee and having special needs each constitute significant social challenges on their own; however, children who experience both simultaneously face even more complex developmental issues. This study aims to examine preschool teachers’ perspectives on the classroom experiences of refugee children who have special educational needs and typically developing children. The research was conducted using a qualitative phenomenological design. Criterion sampling was employed to select the study group, with criteria including: (1) the presence of children in the classroom who are both refugees and have special needs, and (2) the enrollment of these children in preschool education with typical Turkish children. The study included ten preschool teachers from Sakarya province, three of whom currently work with refugee children with special needs, while seven have prior experience with this group. Data were collected through demographic forms and semi-structured interviews, and analyzed using content analysis. Initial findings revealed that teachers perceive the co-occurrence of language, culturel barriers, and special needs as significant challenges, with these children experiencing social isolation, difficulties in self-expression, problem solving and communication problems with their same age children.

Keywords

• Special needs
• Early childhood teacher
• Typically developing children
• Refugee children
• Nursery education.

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