Kapsayıcı Eğitimde Uyarlanmış Voleybolla Sosyal Aidiyet İnşası: Zihinsel Yetersizliği Olan Bireylerin Deneyimleri

Abstract

Öz-Belirleme Teorisi, bireylerin öğrenme ve katılım süreçlerinde özerklik, yeterlik ve ilişkililik olmak üzere üç temel psikolojik ihtiyacın karşılanmasının kritik olduğunu ileri sürer. Kapsayıcı eğitim bağlamında bu ihtiyaçların desteklenmesi, öğrencilerin yalnızca katılımını değil, aynı zamanda öğrenme ortamına yönelik aidiyet ve anlamlı bağlanma geliştirmelerini mümkün kılar. Bu çalışmanın amacı, kapsayıcı eğitim bağlamında Türkiye’de zihinsel yetersizliği olan öğrencilerin uyarlanmış spor etkinliklerine katılım deneyimlerinin, özerklik, yeterlik ve ilişkililik temel psikolojik ihtiyaçları aracılığıyla sosyal bağlılık, sosyal aidiyet ve sosyal etkileşim becerilerinin inşasını nasıl desteklediğini ortaya koymaktır. Araştırmada yorumlayıcı fenomenolojik analiz yaklaşımı kullanılmış olup katılımcılar farklı düzeylerde zihinsel işlevsellikte yetersizlik tanısı bulunan 18-40 yaş arası on kişi ve yine normal gelişim gösteren on gönüllü katılımcılardan oluşmaktadır. Veri toplama süreci, ses kayıtları, yarı yapılandırılmış görüşmeler ve yansıtıcı notlardan oluşmaktadır. Tematik veri analizi sonucunda dört tema oluşturulmuştur: (a) Sosyal Bağlar ve karşılıklı etkileşim deneyimleri (b) Aidiyetin inşası ve gruba uyum (c) İletişim Yoluyla Sosyal Uyumun Güçlenmesi (d) Gönüllü Katılımcıların Duygusal Deneyimleri ve Kapsayıcılığa Yönelik Algıları Uyarlanmış spor etkinlikleri, zihinsel yetersizliği olan öğrencilerin sosyal aidiyet ve etkileşimlerini güçlendirmektedir. Bu etki, bireysel destek gereksinimlerine göre farklılaşmakta; gerçek katılımın ise yalnızca uyarlanmış spor etkinliğinde bulunmasında değil, öğrencinin kendini ait hissetmesi ve öğrenme sürecinin desteklenmesiyle mümkün olduğu görülmektedir.

Keywords

• Kapsayıcı Eğitim
• Uyarlanmış Spor
• Sosyal Aidiyet
• Öz Belirleme Teorisi
• zihinsel engellilik

Supporting Institution

Bu çalışma, Kırşehir Ahi Evran Üniversitesi Bilimsel Araştırma Projeleri Birimi tarafından desteklenen SBF.A3.25.002 numaralı proje kapsamında gerçekleştirilmiştir.

Project Number

SBF.A3.25.002

Ethical Statement

Bu çalışma, Kırşehir Ahi Evran Üniversitesi Etik Kurulu tarafından onaylanmıştır. Araştırma sürecinde çalışmaya katılan bireylerin ebeveynlerinden bilgilendirilmiş onam alınmıştır. Katılımcıların gizliliği ve mahremiyeti korunmuştur.

Thanks

Bu çalışmaya katılım sağlayan çocuklara ve ebeveynlerine teşekkür ederiz. Ayrıca uygulama sürecine sağladıkları destekten dolayı Kırşehir Ahi Evran Üniversitesi Bilimsel Araştırma Projeleri Koordinatörlüğüne şükranlarımızı sunarız.

Adapted Volleyball, Social Belonging, and Inclusion: Experiences of Individuals with Intellectual Disabilities

Abstract

Self-Determination Theory posits that satisfying the three basic psychological needs of autonomy, competence, and relatedness is critical to individuals' learning and participation. In inclusive education, supporting these needs enables students not only to participate but also to develop a sense of belonging and meaningful attachment to the learning environment. This study examines how participation of students with intellectual disabilities in adapted sports activities in Türkiye's inclusive education context supports the construction of social connectedness, belonging, and interaction skills through autonomy, competence, and relatedness. An interpretative phenomenological analysis approach was used. Participants were ten individuals aged 18–40 with intellectual disabilities at varying levels of functioning and ten typically developing volunteers. Data were collected through audio recordings, semi-structured interviews, and reflective notes. Thematic analysis yielded four themes: (a) social bonds and experiences of reciprocal interaction, (b) construction of belonging and group adaptation, (c) strengthening social cohesion through communication, and (d) volunteers' emotional experiences and perceptions of inclusion. Adapted sports activities strengthen the social belonging and interaction of students with intellectual disabilities. This effect varies with individual support needs; genuine participation depends not on an adapted sports activity being offered, but on students feeling they belong and being supported in learning.

Keywords

• Social belonging
• Inclusive education
• Adapted sport
• Self-Determination Theory
• intellectual disability

Supporting Institution

This study was conducted within the scope of the project numbered SBF.A3.25.002, which was supported by the Scientific Research Projects Unit of Kırşehir Ahi Evran University.

Project Number

SBF.A3.25.002

Ethical Statement

This study was approved by the Ethics Committee of Kırşehir Ahi Evran University. Informed consent was obtained from the parents of all participants prior to the research process. The confidentiality and privacy of the participants were protected.

Thanks

We would like to thank the children and their parents for participating in this study. We also express our gratitude to the Scientific Research Projects Coordination Unit of Kırşehir Ahi Evran University for their support during the implementation process.

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