Research Article
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ÖZEL EĞİTİM VE REHABİLİTASYON MERKEZİ İLE ÖZEL EĞİTİM OKULLARINDA GÖREV YAPAN ÖĞRETMENLERİN İŞBİRLİĞİNE İLİŞKİN GÖRÜŞLERİ

Year 2021, , 287 - 311, 24.11.2021
https://doi.org/10.37669/milliegitim.747646

Abstract

Bu araştırmanın amacı, özel eğitim ve rehabilitasyon merkezinde görev yapan öğretmenler ile özel eğitim okullarında görev yapan öğretmenlerin işbirliğine ilişkin görüşlerinin belirlenmesidir. Araştırmada nitel araştırma yöntemi kullanılmış, veriler yarı yapılandırılmış görüşme formu kullanılarak toplanmış ve betimsel analiz tekniğiyle analiz edilmiştir. Araştırmanın çalışma grubunu özel eğitim ve rehabilitasyon merkezinde çalışan dokuz ve özel eğitim okullarında görev yapan sekiz öğretmen olmak üzere on yedi öğretmen oluşturmaktadır. Çalışma grubunun oluşturulmasında kolay ulaşılabilir örnekleme yöntemi benimsenmiştir. Araştırmadan elde edilen bulgulara göre; hem özel eğitim ve rehabilitasyon merkezinde çalışan hem de özel eğitim okullarındaki öğretmenlerin öğrencilerin başarılarını ve eğitimde verimliliği arttırması açısından işbirliğini önemli buldukları; öğretmenler arasında işbirliğini sağlamak için telefon görüşmeleri, okul ziyaretleri, kısa toplantılar yaparak işbirliğini sağlamaya çalıştıklarını ifade etmişlerdir. Öğretmenler işbirliğinin sağlanmasında olumsuz tutumların, öğretmen değişikliklerinin, egoların, iletişime kapalı olmanın işbirliğini engellediğini belirtmişlerdir. Öğretmenler işbirliği sağlanması için görev paylaşımı yapılması, güven duygusunun oluşturulması, materyal paylaşımı yapılması, yardım alınması ve sürekli iletişim halinde bulunulması yönünde önerilerde bulunmuşlardır. Bununla birlikte öğretmenler diğer öğretmenlerden özverili, yeniliklere açık, anlayışlı, sabırı, iletişime ve işbirliğine açık olmalarını beklediklerini belirtmişlerdir.

References

  • Anastasiou, D. ve Kaufmann, J.M. (2011). Asocial constructionist approach to disability: Implication for special education. Exceptional Children, 77(3), 367-384.
  • Atıcı, M. (2006). İlköğretim öğrencilerinin davranış problemleriyle başetme konusunda öğretmen-psikolojik danışman işbirliğine ilişkin görüşlerinin karşılaştırılması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(25).
  • AuCoin, D. (2015). Assessing collaboration: How teachers in montessori public schools incorporate collaborative constructs for students in inclusion. Northcentral University, Arizona.
  • Baker, J.M. ve Zigmond, N. (1995). The meaning and practice of ınclusion for students with learning disabilities: Themes and ımplications from the five cases. The Journal of Special Education, 29(2), 163-180.
  • Batu, S. ve Kırcaali İftar, G. (2006). Kaynaştırma. Ankara: Kök Yayıncılık.
  • Bhandari, A. N. (2013). Using the schools and staffing survey/teacher survey to compare general education teachers’ and special education teachers’ perceptions on collaborative themes. Virginia Polytechnic Institute and State University, Virginia.
  • Bozak, A., Yıldırım, C.A. ve Demirtaş, H. (2011). An alternative method for professional development of teachers: Peer observation. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 65-84.
  • Brownell, M.T., Yeager, E., Rennells, M.S. ve Riley, T. (1997). Teachers working together: What teacher educators and researchers should know. Teacher Education and Special Education, 20, 340–359.
  • Bryk, S. A. ve Schneıder, B. (2002). Trust in schools, a core resource for improvement, The American sociological association’s rose series in sociology. http://books.google.com/books
  • Burns, D. ve Darling-Hammond, L. (2014). Teaching around the world: What can TALIS tell us? Stanford, CA: Stanford Center for Opportunity Policy in Education.
  • Bryant, D.P., Smith, D.D. ve Bryant, B.R. (2008). Developing collaborative partnership. İn: Teaching students with special needs in inclusive classrooms. Pearson: New York.
  • Cerit, Y. (2009). Öğretmenlerin örgütsel güven düzeyleri ile işbirliği yapma düzeyleri arasındaki ilişki. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 637-657.
  • Coben, S.S., Thomas, C.C., Sattler, O.R. ve Morsink, V.C. (1997). Meeting the challenge of consultation and collaboration developing interactive teams. Journal of Learning Disabilities, 30(4), 427-439.
  • Cook, L. ve Friend, M. (1991). Collaboration in special education: Coming of age in the 1990’s. Preventing School Failure, 35(2), 24–27.
  • Cook, L. ve Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20, 1-8.
  • Damasco, J. P. (2013). The relationship between teacher self-efficacy and attitude toward collaboration in an inclusion setting (Doctoral Dissertation). Capella University, Minneapolis, MN.
  • Darling-Hammond, L., Hyler, M. E. ve Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
  • Diken, H.İ. (2015). İlköğretimde kaynaştırma. Ankara: Pegem Akademi.
  • Elliott, S. N. ve Sheridan, S. M. (1992). Consultation and teaming: Problem solving among educators, parents, and support personnel. The Elementary School Journal, 92, 315-338.
  • Forte, M. ve Flores, A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91-105.
  • Friend, M., ve Cook, L. (2010). Interactions: Collaboration skills for school professionals. Upper Saddle River, NJ: Pearson/Merrill.
  • Friend, M., Cook, L., Hurley-Chamberlain, D. ve Shamberger, C. (2010). Co-Teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9-27.
  • Goddard, Y. L. ve Heron, T. E. (2001). The consultation process. T. E. Heron ve K. C. Harris (Ed), The educational consultant: Helping professionals, parents, and mainstreamed students (ss. 3–37).
  • Goddard, Y. L., Goddard, R. D. ve Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student advancement in public elementary school. Teachers College Record, 109, 877–896.
  • Goddard, Y. L., Miller, R., Larsen, R., Goddard, G., Jacob, R., Madsen, J., vd. (2010). Connecting principal leadership, teacher collaboration, and student achievement. American Educational Research Association Annual Meeting (Denver, CO). Gonçalves, A. M. (2015). Perceptions of collaboration: Speech language pathologists and special education teachers. Southern Connecticut State University New Haven, Connecticut.
  • Graham, P. (2007). Improving teacher effectiveness through structured collaboration: A Case study of a professional learning community. Res. Middle Level Educ. 31, 1–17.
  • Hanna, H. J. (1988). A case study of instructional improvement through peer observation in a suburban high school (Doctoral Dissertation). Portland State University.
  • Hargreaves, A. ve Fullan, M. (2012). Professional capital: transforming teaching in every school. New York, NY: Teachers College Press.
  • Hattie, J. (2015). What works best in education: The politics of collaborative expertise. London: Pearson.
  • İçağasıoğlu, A. (2002). Zihinsel özürlüler özel rehabilitasyon merkezleri: verilen hizmetler ve sosyal hizmet uygulamaları (Yüksek Lisans Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara
  • Jackson, C. K. ve Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers. Am. Econ. J. 1, 85–108.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Kenny, D. D. (2005). Relation trust its influence in developing collaborative working relationship in a school organization (Unpublished Doctoral Dissertation). University of Connecticut.
  • Knackendoffel , A. E. (2005). Collaborative teaming in the secondary school. Focus on Exceptional Children, 37(5), 1-16.
  • Lee, V. E. ve Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2), 103–147.
  • Lombardo, V. S. (1980). Paraprofessionals in special education. Springfield, IL: Charles C. Thomas.
  • Özsoy, B. (2019). Özel eğitim öğretmenlerinin müdürlerle, diğer öğretmenlerle ve ailelerle olan işbirliği düzeylerinin belirlenmesi (Yüksek Lisans Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Puchner, D.L. ve Taylor, A.R. (2006). Lesson study, collaboration and teacher efficacy: stories from two school-based math lesson study groups. Teaching and Teacher Education, 22(7), 922-934.
  • Pugach, M. C, ve Johnson, L. J. (1988). Rethinking the relationship between consultation and collaborative problem-solving. Focus on Exceptional Children, 21(4), 1-8.
  • Pugach, M. C. ve Blanton, L. P. (2009) A framework for conducting research on collaborative teacher education. Teaching and Teacher Education, 25, 575–582.
  • Putnam, R. T. ve Borko, H. (1997). Teacher learning: Implications of new views of Cognition. J. Biddle, T. L. Good ve I. F. Goodson (Ed.), The international handbook of teachers and teaching (ss. 1223–1296). Dordrecht, The Netherlands: Kluwer.
  • Reeves, P., Pun, W. ve Chung, K. (2017). Influence of teacher collaboration on job satisfaction and student achievement. teach. Teach. Educ. 67, 227–236.
  • Reyes, R.E. (2010). A descriptive study of collaboration in general and special education in two school districts: Perceptions of the principals and teachers toward sustainability. Edgewood College, Ann Arbor, Michigan.
  • Ronfeldt, M., Farmer, S. O., Kiel, M. ve Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. Am. Educ. Res. J. 52, 475–514.
  • Shachar, H. ve Shmuelevitz, H. (1997). Implementing cooperative learning, teacher collaboration and teachers’ sense of efficacy in heterogeneous junior high schools. Contemporary Educational Psychology, 22, 53–72.
  • Simon, B. D. (2017). Successful collaboration between general education and special education teachers: A case study (Doctor of Education). Northcentral University, Graduate Faculty of the School of Education, Arizona.
  • Sivrikaya, T. ve Yıkmış, A. (2016). Özel eğitim sınıflarında görev yapan özel eğitim mezunu olan ve olmayan öğretmenlerin öğretim süreciyle ilgili gereksinimleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 1984- 2001.
  • Stanovich, Paula J. (1999). Conversations about inclusion. Teaching Exceptional Children, 31(6), 54-58.
  • Sucuoğlu, B., ve Kargın, T. (2014). İlköğretim’de kaynaştırma uygulamaları. Ankara: Kök.
  • Thousand, S.J., Villa, A.V. ve Nevin,I.A. (2006) .The many faces of collaborative planning and teaching. Theory Into Practice, 45(3), 239-248.
  • Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331.
  • Ünver, G. (2003). Öğretmenlik uygulamasında işbirliği: Bir durum çalışması. Gazi Eğitim Fakültesi Dergisi, 23(1), 87-100.
  • Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395–407.
  • West, J. F. (1990). Educational collaboration in the restructuring of schools. Journal of Educational and Psychological Consultation, 2(1), 23-40.
  • Witt, J. C , Moe, G., Gutkin, R. ve Andrews, L. (1984). The effect of saying the same thing in different ways: the problem of language and jargon in school-based consultation. Journal of School Psychology, 22, 361-367.
Year 2021, , 287 - 311, 24.11.2021
https://doi.org/10.37669/milliegitim.747646

Abstract

References

  • Anastasiou, D. ve Kaufmann, J.M. (2011). Asocial constructionist approach to disability: Implication for special education. Exceptional Children, 77(3), 367-384.
  • Atıcı, M. (2006). İlköğretim öğrencilerinin davranış problemleriyle başetme konusunda öğretmen-psikolojik danışman işbirliğine ilişkin görüşlerinin karşılaştırılması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(25).
  • AuCoin, D. (2015). Assessing collaboration: How teachers in montessori public schools incorporate collaborative constructs for students in inclusion. Northcentral University, Arizona.
  • Baker, J.M. ve Zigmond, N. (1995). The meaning and practice of ınclusion for students with learning disabilities: Themes and ımplications from the five cases. The Journal of Special Education, 29(2), 163-180.
  • Batu, S. ve Kırcaali İftar, G. (2006). Kaynaştırma. Ankara: Kök Yayıncılık.
  • Bhandari, A. N. (2013). Using the schools and staffing survey/teacher survey to compare general education teachers’ and special education teachers’ perceptions on collaborative themes. Virginia Polytechnic Institute and State University, Virginia.
  • Bozak, A., Yıldırım, C.A. ve Demirtaş, H. (2011). An alternative method for professional development of teachers: Peer observation. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 65-84.
  • Brownell, M.T., Yeager, E., Rennells, M.S. ve Riley, T. (1997). Teachers working together: What teacher educators and researchers should know. Teacher Education and Special Education, 20, 340–359.
  • Bryk, S. A. ve Schneıder, B. (2002). Trust in schools, a core resource for improvement, The American sociological association’s rose series in sociology. http://books.google.com/books
  • Burns, D. ve Darling-Hammond, L. (2014). Teaching around the world: What can TALIS tell us? Stanford, CA: Stanford Center for Opportunity Policy in Education.
  • Bryant, D.P., Smith, D.D. ve Bryant, B.R. (2008). Developing collaborative partnership. İn: Teaching students with special needs in inclusive classrooms. Pearson: New York.
  • Cerit, Y. (2009). Öğretmenlerin örgütsel güven düzeyleri ile işbirliği yapma düzeyleri arasındaki ilişki. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 637-657.
  • Coben, S.S., Thomas, C.C., Sattler, O.R. ve Morsink, V.C. (1997). Meeting the challenge of consultation and collaboration developing interactive teams. Journal of Learning Disabilities, 30(4), 427-439.
  • Cook, L. ve Friend, M. (1991). Collaboration in special education: Coming of age in the 1990’s. Preventing School Failure, 35(2), 24–27.
  • Cook, L. ve Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20, 1-8.
  • Damasco, J. P. (2013). The relationship between teacher self-efficacy and attitude toward collaboration in an inclusion setting (Doctoral Dissertation). Capella University, Minneapolis, MN.
  • Darling-Hammond, L., Hyler, M. E. ve Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
  • Diken, H.İ. (2015). İlköğretimde kaynaştırma. Ankara: Pegem Akademi.
  • Elliott, S. N. ve Sheridan, S. M. (1992). Consultation and teaming: Problem solving among educators, parents, and support personnel. The Elementary School Journal, 92, 315-338.
  • Forte, M. ve Flores, A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91-105.
  • Friend, M., ve Cook, L. (2010). Interactions: Collaboration skills for school professionals. Upper Saddle River, NJ: Pearson/Merrill.
  • Friend, M., Cook, L., Hurley-Chamberlain, D. ve Shamberger, C. (2010). Co-Teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9-27.
  • Goddard, Y. L. ve Heron, T. E. (2001). The consultation process. T. E. Heron ve K. C. Harris (Ed), The educational consultant: Helping professionals, parents, and mainstreamed students (ss. 3–37).
  • Goddard, Y. L., Goddard, R. D. ve Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student advancement in public elementary school. Teachers College Record, 109, 877–896.
  • Goddard, Y. L., Miller, R., Larsen, R., Goddard, G., Jacob, R., Madsen, J., vd. (2010). Connecting principal leadership, teacher collaboration, and student achievement. American Educational Research Association Annual Meeting (Denver, CO). Gonçalves, A. M. (2015). Perceptions of collaboration: Speech language pathologists and special education teachers. Southern Connecticut State University New Haven, Connecticut.
  • Graham, P. (2007). Improving teacher effectiveness through structured collaboration: A Case study of a professional learning community. Res. Middle Level Educ. 31, 1–17.
  • Hanna, H. J. (1988). A case study of instructional improvement through peer observation in a suburban high school (Doctoral Dissertation). Portland State University.
  • Hargreaves, A. ve Fullan, M. (2012). Professional capital: transforming teaching in every school. New York, NY: Teachers College Press.
  • Hattie, J. (2015). What works best in education: The politics of collaborative expertise. London: Pearson.
  • İçağasıoğlu, A. (2002). Zihinsel özürlüler özel rehabilitasyon merkezleri: verilen hizmetler ve sosyal hizmet uygulamaları (Yüksek Lisans Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara
  • Jackson, C. K. ve Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers. Am. Econ. J. 1, 85–108.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Kenny, D. D. (2005). Relation trust its influence in developing collaborative working relationship in a school organization (Unpublished Doctoral Dissertation). University of Connecticut.
  • Knackendoffel , A. E. (2005). Collaborative teaming in the secondary school. Focus on Exceptional Children, 37(5), 1-16.
  • Lee, V. E. ve Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2), 103–147.
  • Lombardo, V. S. (1980). Paraprofessionals in special education. Springfield, IL: Charles C. Thomas.
  • Özsoy, B. (2019). Özel eğitim öğretmenlerinin müdürlerle, diğer öğretmenlerle ve ailelerle olan işbirliği düzeylerinin belirlenmesi (Yüksek Lisans Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Puchner, D.L. ve Taylor, A.R. (2006). Lesson study, collaboration and teacher efficacy: stories from two school-based math lesson study groups. Teaching and Teacher Education, 22(7), 922-934.
  • Pugach, M. C, ve Johnson, L. J. (1988). Rethinking the relationship between consultation and collaborative problem-solving. Focus on Exceptional Children, 21(4), 1-8.
  • Pugach, M. C. ve Blanton, L. P. (2009) A framework for conducting research on collaborative teacher education. Teaching and Teacher Education, 25, 575–582.
  • Putnam, R. T. ve Borko, H. (1997). Teacher learning: Implications of new views of Cognition. J. Biddle, T. L. Good ve I. F. Goodson (Ed.), The international handbook of teachers and teaching (ss. 1223–1296). Dordrecht, The Netherlands: Kluwer.
  • Reeves, P., Pun, W. ve Chung, K. (2017). Influence of teacher collaboration on job satisfaction and student achievement. teach. Teach. Educ. 67, 227–236.
  • Reyes, R.E. (2010). A descriptive study of collaboration in general and special education in two school districts: Perceptions of the principals and teachers toward sustainability. Edgewood College, Ann Arbor, Michigan.
  • Ronfeldt, M., Farmer, S. O., Kiel, M. ve Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. Am. Educ. Res. J. 52, 475–514.
  • Shachar, H. ve Shmuelevitz, H. (1997). Implementing cooperative learning, teacher collaboration and teachers’ sense of efficacy in heterogeneous junior high schools. Contemporary Educational Psychology, 22, 53–72.
  • Simon, B. D. (2017). Successful collaboration between general education and special education teachers: A case study (Doctor of Education). Northcentral University, Graduate Faculty of the School of Education, Arizona.
  • Sivrikaya, T. ve Yıkmış, A. (2016). Özel eğitim sınıflarında görev yapan özel eğitim mezunu olan ve olmayan öğretmenlerin öğretim süreciyle ilgili gereksinimleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 1984- 2001.
  • Stanovich, Paula J. (1999). Conversations about inclusion. Teaching Exceptional Children, 31(6), 54-58.
  • Sucuoğlu, B., ve Kargın, T. (2014). İlköğretim’de kaynaştırma uygulamaları. Ankara: Kök.
  • Thousand, S.J., Villa, A.V. ve Nevin,I.A. (2006) .The many faces of collaborative planning and teaching. Theory Into Practice, 45(3), 239-248.
  • Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331.
  • Ünver, G. (2003). Öğretmenlik uygulamasında işbirliği: Bir durum çalışması. Gazi Eğitim Fakültesi Dergisi, 23(1), 87-100.
  • Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395–407.
  • West, J. F. (1990). Educational collaboration in the restructuring of schools. Journal of Educational and Psychological Consultation, 2(1), 23-40.
  • Witt, J. C , Moe, G., Gutkin, R. ve Andrews, L. (1984). The effect of saying the same thing in different ways: the problem of language and jargon in school-based consultation. Journal of School Psychology, 22, 361-367.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Sümeyye Okutan 0000-0002-2917-6064

Tuğba Pürsün 0000-0002-5436-1464

Zehra Atbaşı 0000-0002-2758-1277

Publication Date November 24, 2021
Published in Issue Year 2021

Cite

APA Okutan, S., Pürsün, T., & Atbaşı, Z. (2021). ÖZEL EĞİTİM VE REHABİLİTASYON MERKEZİ İLE ÖZEL EĞİTİM OKULLARINDA GÖREV YAPAN ÖĞRETMENLERİN İŞBİRLİĞİNE İLİŞKİN GÖRÜŞLERİ. Milli Eğitim Dergisi, 50(232), 287-311. https://doi.org/10.37669/milliegitim.747646