Investigation of Teachers' Perspectives on Inclusive Education Practices in the context of Refugee Students

Abstract

The aim of this study is to examine the perspectives of primary school teachers on classroom inclusive education practices in the context of refugee students' education. This research employs a case study approach, one of the qualitative research designs. The study group consisted of 20 primary school teachers and was formed through purposive sampling, based on voluntary participation. During the analysis of the data, a content analysis technique was used. The study demonstrates that the interplay between planning processes, professional development needs, encountered obstacles, in‑school collaboration, and resource utilization is pivotal in fostering a holistic and inclusive learning environment for refugee students. It may be recommended to provide teachers with more qualified in-service training on inclusive education programmes.

Keywords

• Inclusive education
• refugee education
• teacher
• practices

Öğretmenlerin Kapsayıcı Eğitim Uygulamalarına Bakış Açılarının Mülteci Öğrenciler Bağlamında İncelenmesi

Abstract

Bu çalışmanın amacı, sınıf öğretmenlerinin mülteci öğrencilerin eğitimi bağlamında sınıf içi kapsayıcı eğitim uygulamalarına ilişkin bakış açılarını incelemektir. Bu araştırmada nitel araştırma desenlerinden biri olan durum çalışması yaklaşımı kullanılmıştır. Çalışma grubu 20 ilkokul öğretmeninden oluşmaktadır ve gönüllü katılıma dayalı amaçlı örnekleme yoluyla oluşturulmuştur. Verilerin analizi sırasında içerik analizi tekniği kullanılmıştır. Bu çalışmanın sonuçları, planlama süreçleri, mesleki gelişim ihtiyaçları, karşılaşılan engeller, okul içi iş birliği ve kaynak kullanımının etkileşiminin mülteci öğrenciler için bütüncül ve kapsayıcı bir öğrenme ortamının teşvikinde kritik rol oynadığını göstermektedir. Öğretmenlere kapsayıcı eğitim programları konusunda daha nitelikli hizmet içi eğitim verilmesi önerilebilir.

Keywords

• Kapsayıcı Eğitim
• Öğretmen
• Görüş

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