An Examination of Teachers' Perspectives on the Educational Processes of Primary School Students with Emotional and Behavioral Disorders

Abstract

The aim of this research is to determine the opinions of teachers regarding the educational processes of primary school students with emotional and behavioral disorders (EBD). The research is designed using the phenomenological approach, one of the qualitative research methods. During the data collection process of the research, the semi-structured interview form developed by the researchers and finalized after being presented to experts was utilized. The study group consisted of 12 classroom teachers working in Istanbul. The data obtained through face-to-face interviews were analyzed using content analysis method. As a result of the research, teachers expressed aggressive behavior as the most common characteristic observed in students with EBD. Additionally, teachers stated behavior/discipline problems and failure to achieve academic success as the most common challenges encountered in the education of students with EBD. The improvement of educational processes for students with emotional and behavioral disorders has been found to require the support of school counselors within the school setting and medical supervision, including medication, outside the school. It is recommended that teachers receive in-service training regarding students with EBD and be provided with support from guidance and research centers.

Keywords

• Emotional and behavioral disorders
• teacher views
• emotional and behavioral disorders education process
• primary school students

Duygu ve Davranış Bozukluğu olan İlkokul Öğrencilerinin Eğitim Süreçlerine İlişkin Öğretmen Görüşlerinin İncelenmesi

Abstract

Bu araştırmanın amacı duygu ve davranış bozukluğu (DDB) olan ilkokul öğrencilerinin eğitim süreçlerine ilişkin öğretmen görüşlerinin belirlenmesidir. Araştırma nitel araştırma yöntemlerinden olgubilim deseni ile tasarlanmıştır. Araştırmanın veri toplama sürecinde araştırmacılar tarafından geliştirilen ve uzman görüşüne sunulduktan sonra son hali verilen yarı yapılandırılmış görüşme formundan yararlanılmıştır. Araştırmanın çalışma grubunu İstanbul’da görev yapan 12 sınıf öğretmeni oluşturmaktadır. Yüz yüze görüşme ile elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırma sonucunda öğretmenler DDB olan öğrencilerde en çok karşılaştıkları özellik olarak saldırgan davranış gösterme durumunu ifade etmişlerdir. Ayrıca öğretmenler DDB olan öğrencilerin eğitimlerinde en çok karşılaştıkları sorunlar olarak davranış/disiplin sorunları ve akademik başarı sağlanamamasını ifade etmişlerdir. Duygu ve davranış bozukluğu olan öğrencilerin eğitim süreçlerinin iyileştirilmesi için, okul içinde en çok rehber öğretmen desteğine, okul dışında ise doktor kontrolü ve ilaç kullanımına gereksinim duyulduğu belirtilmiştir. Öğretmenlere DDB olan öğrencilerle ilgili hizmet içi eğitimler verilmesi ve rehberlik araştırma merkezi desteği sağlanması önerilmektedir.

Keywords

• Duygu ve davranış bozukluğu
• öğretmen görüşleri
• duygu ve davranış bozukluğu eğitim süreçleri
• ilkokul öğrencileri

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