Bütünleştirme Eğitimine Devam Eden Özel Gereksinimi Olan İlkokul Öğrencilerinin Çevrimiçi Eğitim Sürecine İlişkin Öğretmen Görüşleri

Öz

Dünya’da 2019 yılında Covid-19 pandemisinin meydana gelmesi ile birlikte insan yaşamı farklı bir boyuta taşınmıştır. Buna bağlı olarak eğitim süreci de tüm dünyada olduğu gibi Türkiye’de de uzaktan yürütüldü. Eğitimin uzaktan olması toplumlar için yeni bir kavram değildi ancak tüm eğitim sürecinin uzaktan yürütülmesi oldukça farklı bir uygulamaydı ve bu uygulama beraberinde birçok problemi de getirdi. Dolayısıyla sürece ilişkin birçok bilimsel araştırma pandemi döneminde ve sonrasında yürütüldü. Bu bağlamda bu araştırmada kaynaştırma/bütünleştirme eğitimine devam eden özel gereksinimi olan ilkokul öğrencilerinin çevrimiçi eğitim sürecine ilişkin pandemi sonrası öğretmenlerin görüşlerini belirlemektir. Bu amaçla nitel bir araştırma planlanıp, sınıfında özel gereksinimi olan öğrenci bulunan 10 ilkokul öğretmeni ile yarı yapılandırılmış bireysel görüşme yapılarak veri toplanmıştır. Veriler içerik analizi ile analiz edilmiştir. Araştırma bulguları, ebeveynlerinin desteklediği ve teknik donanım konusunda alt yapı sorunu olmayan özel gereksinimi olan çocukları öğretmenlerin çevrimiçi eğitime katma konusunda sorun yaşamadıklarını ancak bazı çocukları çevrimiçi eğitime katmada sorun yaşadıklarını göstermiştir. Öğretmenler, Covid-19 pandemisi sürecinde uygulanan çevrimiçi eğitim sürecinde özel gereksinimi olan öğrencilerin eğitimlerini takip etmekte zorlanmışlardır. Araştırma sonuçları, gerek pandemi gerekse ülkemizde yakın zamanda olmuş olan doğal afet gibi durumlar için özellikle özel gereksinimi olan çocukların eğitim süreci için ulusal eylem planlarımızın hazır olması oldukça önemli bir konu olduğunu göstermiştir.

Anahtar Kelimeler

• Çevrimiçi eğitim
• kaynaştırma/bütünleştirme/kapsayıcı eğitim
• özel gereksinim
• Covid-19
• pandemi

Opinions of Teachers on Virtual Education Process of Primary School Students with Disabilities Continuing Inclusive Education

Abstract

With the occurrence of the COVID-19 pandemic in the world in 2019, human life has moved to a different dimension. Accordingly, the education process was carried out remotely in Turkey as well as in the rest of the world. Virtual education was not a new concept for societies, but conducting the entire education process remotely was a very different practice and this practice brought many problems with it. In this context, this study aims to determine the opinions of teachers after the pandemic regarding the virtual education process of primary school students with disabilities who continue inclusive education settings. For this purpose, qualitative research was conducted and data were collected by conducting semi-structured individual interviews with 10 primary school teachers who have students with disabilities in their class. The data were analyzed by content analysis. Research results revealed that teachers did not have any problems in involving students with disabilities who were supported by their parents and who did not have any infrastructure problems in terms of technical equipment, but they have problems in including some children in virtual education. Teachers had difficulty in following the education of students with disabilities during the virtual education process implemented during the COVID-19 pandemic. As a result, it is a very important issue that our national action plans are ready for the education process of students with disabilities, especially for situations such as pandemics and natural disasters that have recently occurred in our country.

Keywords

• Virtual education
• inclusion
• disabilities
• Covid-19
• pandemic

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