Kapsayıcı Eğitim Modülü Eğitimi Seminerinin Aday Öğretmenlerin Kapsayıcı Eğitim İlkelerini Benimseme Düzeylerine Etkisi

Abstract

Kapsayıcı eğitimin kapsayıcı okul iklimi, açık beklentiler, kapsayıcı ders içerikleri, erişilebilirlik ve yansıtma olmak üzere beş temel ilkesi bulunmaktadır. Bu araştırmada, Aday Öğretmenlik Programı Kapsayıcı Eğitim Modülü Eğitimi Seminerinin (AÖPKEMES) aday öğretmenlerin kapsayıcı eğitim ilkelerini benimseme düzeyleri üzerindeki etkisinin incelenmesi amaçlanmıştır. Nicel araştırma yönteminin kullanıldığı bu araştırmada, deneysel modellerden biri olan tek grup ön test-son test modelinden faydalanılmıştır. Çalışmaya 2021 yılında Iğdır iline atanan 27 aday öğretmenden oluşan bir deney grubu katılmıştır. Bu gruba araştırmacılardan biri tarafından AÖPKEMES verilmiştir. Bu seminer, 10 saatlik kapsayıcı kültür, 10 saatlik kapsayıcı yapı ve 5 saatlik kapsayıcı uygulamalar derslerini içermektedir. Bu araştırmada veri toplama aracı olarak, araştırmacılar tarafından geliştirilen “Kapsayıcı Eğitim İlkelerini Benimseme Ölçeği (KEİBÖ)” kullanılmıştır. Elde edilen veriler Bağımlı Gruplar için t Testi ve Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Araştırmadan elde edilen bulgulara göre Kapsayıcı Eğitim Modülü Eğitimi Semineri, aday öğretmenlerin kapsayıcı eğitimle ilgili kapsayıcı okul iklimi, açık beklentiler, kapsayıcı ders içerikleri, erişilebilirlik ve yansıtma ilkelerini benimseme düzeylerini anlamlı bir biçimde ve olumlu yönde değiştirmiştir.

Keywords

• kapsayıcı eğitim
• kapsayıcı eğitim semineri
• aday öğretmenler

The Effect of Inclusive Education Module Training Seminar on Novice Teachers’ Adoption Levels of Inclusive Education Principles

Abstract

Inclusive education has five basic principles: inclusive school climate, clear expectations, inclusive course content, accessibility and reflection. In this study, it was aimed to examine the effect of Novice Teacher Program Inclusive Education Module Training Seminar (NTPIEMTS) on the level of adopting inclusive education principles of novice teachers. In this study, in which the quantitative research method was used, one group pre-test-post-test model, which is one of the experimental models, was used. An experimental group consisting of 27 novice teachers assigned to the province of Igdir in 2021 participated in the study. NTPIEMTS was given to this group by one of the researchers. This seminar includes 10 hours of inclusive culture, 10 hours of inclusive structure and 5 hours of inclusive practices. In this study, the “Inclusive Educational Principles Adoption Scale” developed by the researchers was used as a data collection tool. Obtained data were analyzed with Paired Samples t-Test and Wilcoxon Signed Ranks Test. According to the findings obtained from the research, the Inclusive Education Module Training Seminar significantly and positively changed the level of adopting the principles of inclusive education, namely inclusive school climate, clear expectations, inclusive course contents, accessibility, and reflection.

Keywords

• kapsayıcı eğitim
• kapsayıcı eğitim semineri
• aday öğretmenler

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