İlkokul öğretmenlerinin kekemelik ve akran zorbalığına yönelik farkındalık düzeylerinin incelenmesi

Year 2021, Volume: 4 Issue: 1, 86 - 107, 31.05.2021

Ahsen Erim , Ayşe Aydin

https://doi.org/10.33400/kuje.897259

Cited By: 1

Abstract

Okul çağı çocukları, vakitlerinin büyük bölümünü okullarında geçirmektedirler ve öğretmenler yaşamları üzerinde önemli bir rol oynamaktadır. Öğretmenlerin, kekemelik hakkında bilgili ve kekemeliğe yönelik açık bir tutum içinde olmalarının ise kekemeliği olan öğrencilerin maruz kalabilecekleri akran zorbalığını azaltma üzerinde merkez bir rolü olabileceğinden bahsedilmektedir. Bu çalışmanın amacı, ilkokul öğretmenlerinin kekemelik ve akran zorbalığına yönelik farkındalık düzeylerinin belirlenmesidir. Anket araştırma yöntemiyle yürütülen çalışmaya, Türkiye’nin farklı şehirlerinden 220 ilkokul öğretmeni katılmıştır. Verilerin toplanmasında ilgili alanyazın taranarak araştırmacılar tarafından hazırlanan bir anket kullanılmıştır. Kullanılan anket, 37 madde ve üç alt bölümden oluşmaktadır. Öğretmenlerin kekemeliğe yönelik farkındalık düzeylerinin, çeşitli değişkenlere göre olası farklılaşma durumunun incelenmesi için ise normal dağılım varsayımı karşılanmadığı için Mann Whitney U ve Kruskall Wallis H- Testleri kullanılmıştır. Ankette yer alan iki adet açık uçlu sorunun analizi için de içerik analizi yapılmıştır. Araştırmanın sonuçları, öğretmenlerin kekemelik ve akran zorbalığına yönelik farkındalık düzeylerinin artırılması gerektiğini göstermiştir. Ayrıca kekemelik hakkında araştırma yapan öğretmenlerin, araştırma yapmayan öğretmenlere ve kadın öğretmenlerin, erkek öğretmenlere kıyasla kekemeliğe yönelik farkındalık düzeylerinin anlamlı bir şekilde daha yüksek olduğu görülmüştür. Öğretmenlere yönelik kekemelik ve akran zorbalığı hakkında eğitim programlarının hizmet öncesi ve hizmet içi eğitim kapsamında uygulanmasının, okul çağı kekemelik yönetiminde olumlu etkileri olabileceği düşünülmektedir. Bu çalışmanın sonuçlarından yola çıkarak öğretmenlere yönelik düzenlenecek eğitim içeriklerinin; kekemeliğin nedenleri ve çok boyutlu doğası, kekemelik hakkında doğru bilinen yanlışlar, kekemeliği olan bireylere eşlik edebilen psikososyal sorunlar ve/veya DEHB nitelikleri, kekemeliği olan öğrencilere yönelik uygun sınıf stratejileri ve akran zorbalığı yönetimi başlıklarını içermesi önerilmektedir.

Keywords

akran zorbalığı, eğitim, farkındalık, ilköğretim öğretmeni, kekemelik

Examining the awareness levels of primary school teachers towards stuttering and peer bullying

Abstract

School age children, spend most of their time in school, and teachers play an important role in their lives. It is mentioned that teachers' being knowledgeable about stuttering and having open attitude towards stuttering may have a central role in reducing the peer bullying that students with stuttering may be exposed to. The aim of this study is to examine the awareness levels of primary school teachers about stuttering and peer bullying. 220 primary school teachers from different cities of Turkey participated in this survey method study. A survey prepared by the researchers by scanning the relevant literature, was used as a data collection tool. The survey consists of 37 items and three subsections. Mann Whitney U and Kruskall Wallis H-Tests were used to examine whether the teachers' awareness of stuttering differed according to various variables, since the assumption of normal distribution was not met. Content analysis was also applied to analyze the two open-ended questions. The results of this study show that teachers' awareness levels of stuttering and peer bullying should be increased. In addition, the level of awareness of the teachers who did research on stuttering, and the female teachers is significantly higher compared to the the teachers who did not do the research and the male teachers on stuttering. It is thought that implementing education programs about stuttering and peer bullying for teachers within the scope of pre-service and in-service training may have positive effects on school-age stuttering management. Based on the results of this study; the educational contents prepared for teachers should include causes and multidimensional nature of stuttering, false facts about stuttering, psychosocial problems and/or ADHD aspects that may accompany stuttering, appropriate classroom strategies for students who stutter and peer bullying management.

Keywords

awareness, education, peer bullying, primary school teacher, stuttering

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