SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ

Year 2020, Volume: 49 Issue: 225, 283 - 317, 18.02.2020

Erdal Yıldırım

Abstract

Bu çalışmada, dezavantajlı gruplara mensup öğrencilerden olan sığınmacı öğrencilerin toplumsal
kabul görmelerinde öğretmen ve öğrenci etkileşiminin incelenmesi amaçlanmıştır. Çalışma
kapsamında, sığınmacı öğrencilerin yoğun olduğu yerlerden Aksaray’da bulunan bir ortaokuldaki 3
sosyal bilgiler öğretmeninin 8 sığınmacı ve 14 Türk öğrenciyle etkileşimi ile öğretim uygulamaları
incelenmiştir. Araştırma, nitel araştırma yaklaşımına dayalı olup sosyal bilgiler öğretmenlerinin
kapsayıcı eğitim pratiklerini derinlemesine incelenmeyi amaçlayan çoklu durum çalışması modeliyle
desenlemiştir. Araştırma sonuçları- na göre; sığınmacı öğrencilerin sınıflarda ya tek başlarına ya
da diğer sığınmacı öğrenci ile yan yana sınıfın arka sıralarında oturdukları görülmektedir.
Sığınmacı öğrencilerin sınıflarında karşılıklı saygı ve anlayışla karşılandığını gösteren
kültürlerine özgü masal, bilmece vb. etkinliklerin paylaşıldığı görülmektedir. Sığınmacı
öğrencilerin derslerde okuma, yazma ya da konuşma etkinliklerine çok katılmadıkları, yerine daha
çok somut ve görsel materyallerin kullanıldığı derslere katılmayı tercih ettikleri görülmektedir.
Derslerin büyük oranda düz anlatım yön- temi ile soru-cevap tekniğiyle sürdürüldüğü, materyal
olarak ise ders ve etkinlik kitapları ile tahtanın kullanıldığı görülmektedir. Sığınmacı
öğrencilerin derslerde aldıkları akran desteğinin yan yana ya da tek başına oturmalarından dolayı
etkili olmadığı görülmektedir. Bu öğrencilerin sosyal etkileşimlerinin kalitesi ise farklı dil ve
kültür özelliklerinden dolayı istenilen düzeyde olmadığı, bu öğrencilerin büyük oranda kabul edilme
kaygısı yaşadığı görülmektedir.

Keywords

Sığınmacı öğrenciler, kapsayıcı eğitim, sosyal bilgiler

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