Investigation of Parents' Experiences about the Inclusive Education of Turkish Students with Special Educational Needs in England

Year 2024, , 121 - 137, 23.05.2024

Tansu İnce Çakan

https://doi.org/10.21666/muefd.1403529

An Erratum to this article was published on December 1, 2024. https://dergipark.org.tr/en/pub/muefd/issue/86726/1552304

Abstract

This qualitative study explores the experiences of Turkish parents whose children with special education needs (SEN) attending inclusive settings in England. Despite a growing interest in inclusive education, international parents' perspectives on the effectiveness and quality of such education have received limited attention. The study emphasizes the importance of considering the experiences and perceptions of non-native parents in planning and implementing inclusive programs, as their perspectives contribute to the development of culturally responsive inclusive education. Four Turkish parents participated in semi-structured interviews, revealing five themes related to their experiences with their children's inclusion. The findings indicate mixed experiences with inclusive education in England, validating some findings from existing literature. The study suggests that living in England had both positive and challenging impacts on the inclusive education of SEN children, and the differences between Turkish and British educational systems presented certain difficulties. Additionally, the professional views towards individuals from different ethnic backgrounds influenced the experiences of Turkish parents living in the UK, as reported by the participants. Taken together, these results stimulate useful considerations to promote better practices in inclusive education.

Keywords

Inclusive education, parental satisfaction, multicultural parents

İngiltere'de Özel Eğitim İhtiyacı Olan Türk Öğrencilerin Kaynaştırma Eğitimine İlişkin Ebeveyn Deneyimlerinin İncelenmesi

An Erratum to this article was published on December 1, 2024. https://dergipark.org.tr/en/pub/muefd/issue/86726/1552304

Abstract

Bu nitel çalışma, İngiltere’de kaynaştırma sınıflarında eğitim gören özel eğitim gereksinimi (ÖEG) olan Türk öğrencilerin ebeveynlerinin deneyimlerini araştırmaktadır. Kaynaştırma eğitimine yönelik artan ilgiye rağmen, farklı ülkelerden gelen ebeveynlerin bu tür eğitimin etkililiği ve kalitesine ilişkin bakış açıları sınırlı ilgi görmüştür. Bu çalışma, kaynaştırma programların planlanması ve uygulanmasında farklı ülkelerden gelen ebeveynlerin deneyim ve algılarının dikkate alınmasının önemini vurgulamaktadır, çünkü onların bakış açıları kültürel olarak duyarlı kaynaştırma eğitiminin geliştirilmesine katkıda bulunmaktadır. Dört Türk ebeveyn, yarı yapılandırılmış görüşmelere katılmış ve çocuklarının İngiltere’de aldığı kaynaştırma eğitimiyle ilgili deneyimleri doğrultusunda beş tema ortaya çıkmıştır. Bulgular, İngiltere'de kaynaştırma eğitimiyle ilgili çeşitli deneyimlere işaret etmekte ve mevcut literatürdeki bazı bulguları doğrulamaktadır. Çalışma, İngiltere'de yaşamanın özel gereksinimli çocukların kaynaştırma eğitimi üzerinde hem olumlu hem de zorlayıcı etkileri olduğunu ve Türk ve İngiliz eğitim sistemleri arasındaki farklılıkların bazı zorluklar ortaya çıkardığını göstermektedir. Ayrıca, katılımcılar tarafından bildirildiği üzere, farklı etnik kökenlerden gelen bireylere yönelik profesyonellerin görüşleri İngiltere’de yaşayan Türk ebeveynlerin deneyimlerini etkilemiştir. Hepsi beraber ele alındığında, bu sonuçlar kapsayıcı eğitimde daha iyi uygulamaları teşvik etmek için faydalı hususları ortaya koymaktadır.

Keywords

Kaynaştırma eğitimi, ebeveyn memnuniyeti, çok kültürlü ebeveynler

References

• Açıkalın, M. (2010). New approaches for teaching social studies: Multicultural and global education. Elementary Education Online, 9(3).
• Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), 109-124.
• Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: the role of organisational cultures and leadership. International Journal of Inclusive Educational, 14(4), 401-416.
• Arishi, A., Boyle, C., & Lauchlan, F. (2017). Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education. British Psychological Society.
• Alan, S. (2022). Çokkültürlülük deneyimleri ve alternatif bir model olarak "halat kültür". Bingöl Araştırmaları Dergisi, 17, 123-140.
• Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29-39.
• Bitterman, A., Daley, T. C., Misra, S., Carlson, E., & Markowitz, J. (2008). A national sample of preschoolers with autism spectrum disorders: Special education services and parent satisfaction. Journal of autism and developmental disorders, 38(8), 1509-1517.
• Bauer, L. (2009). Key principles for promoting quality in inclusive education: Recommendations for policy makers. European Agency for Development in Special Needs Education.
• Burke, M. M. (2013). Improving Parental Involvement: Training Special Education Advocates. Journal of Disability Policy Studies, 23(4), 225 –234. Cirik, İ. (2008). Çok kültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 27-40.
• Cline, T., & Frederickson, N. (2009). Special educational needs, inclusion and diversity. McGraw-Hill Education (UK).
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
• de Boer, A., Pijl, S. J., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: a review of the literature. European Journal of Special Needs Education, 25(2), 165-181.
• Department for Education (DfE). (2023). Special educational needs in England.
• Duhaney, L. M. G., & Salend, S. J. (2000). Parental Perceptions of Inclusive Educational Placements. Remedial and Special Education, 21(2), 121-128.
• Elkins, J., Van Kraayenoord, C. E., & Jobling, A. (2003). Parents’ attitudes to inclusion of their children with special needs. Journal of Research in Special Educational Needs, 3(2), 122-129.
• Erden, R. Z., & Aslan, M. (2022). Kaynaştırma Eğitiminde Aile Katılımı: Bir Karma Yöntem Araştırması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 54, 854-877.
• Fish, W. W. (2008). The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services. Preventing School Failure: Alternative Education for Children and Youth, 53(1), 8-14.
• Frazeur Cross, A., Traub, E. K., Hutter-Pishgahi, L., & Shelton, G. (2004). Elements of successful inclusion for children with significant disabilities. Topics in early childhood special education, 24(3), 169-183.
• Freeman, S. F., & Alkin, M. C. (2000). Academic and social attainments of children with mental retardation in general education and special education settings. Remedial and Special Education, 21(1), 3–18.
• Freeman, S. F., Alkin, M. C., & Kasari, C. L. (1999). Satisfaction and desire for change in educational placement for children with Down syndrome: Perceptions of parents. Remedial and Special Education, 20(3), 143-151.
• Gilmore, L., Campbell, J., & Cuskelly, M. (2010). Developmental Expectations, Personality Stereotypes, and Attitudes Towards Inclusive Education: Community and teacher views of Down syndrome. International Journal of Disability, Development and Education, 50(1), 65-76.
• Hassanein, E. E. A. (2015). Teachers’ Attitudes Towards Inclusion. In Inclusion, Disability and Culture (pp. 47-67). Rotterdam: Sense Publishers.
• Herring, R. D. ve White, L. M. (1995). School counselors, teachers, and the culturally compatible classroom: Partnerships in multicultural education. The Journal of Humanistic Education and Development, 34(2), 52-64.
• Johnson, B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th ed.). Thousand Oaks, CA: Sage Publications.
• Kasari, C., Freeman, S. F., Bauminger, N., & Alkin, M. C. (1999). Parental perspectives on inclusion: effects of Autism and Down Syndrome. Journal of autism and developmental disorders, 29(4), 297-305.
• Kim, S. ( 2017). Pivotal response treatment for prompting social behaviors of Korean American children with autism. Exceptionality, 1-18.
• Knight, B. A. (1999). Towards inclusion of students with special educational needs in the regular classroom. Support for Learning, 14(1), 3-7.
• Lamport, M. A., Graves, L., & Ward, A. (2012). Special needs students in inclusive classrooms: The impact of social interaction on educational outcomes for learners with emotional and behavioral disabilities. European Journal of Business and Social Sciences, 1(5), 54-69.
• Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support for Learning, 22(1), 36-42. Laws, G., & Millward, L. (2001). Predicting parents' satisfaction with the education of their child with Down's syndrome. Educational Research, 43(2), 209-226.
• Leyser, Y., & Kirk, R. (2004). Evaluating Inclusion: an examination of parent views and factors influencing their perspectives. International Journal of Disability, Development and Education, 51(3), 271-285.
• Leyser, Y., & Kirk, R. (2011). Parents' Perspectives on Inclusion and Schooling of Students with Angelman Syndrome: Suggestions for Educators. International Journal of Special Education, 26(2), 79-91.
• Lovitt, T. C., & Cushing, S. (1999). Parents of youth with disabilities: Their perceptions of school programs. Remedial and Special Education, 20(3), 134-142.
• Narumanchi, A., & Bhargava, S. (2011). Perceptions of Parents of Typical Children Towards Inclusive Education. Disability, CBR & Inclusive Development, 22(1).
• Nepi, L. D., Facondini, R., Nucci, F., & Peru, A. (2013). Evidence from Full-inclusion Model: The Social Position and Sense of Belonging of Students with Special Educational Needs and Their Peers in Italian Primary School. European Journal of Special Needs Education, 28(3), 319–332.
• Office for National Statistics. (2 Kasım 2022). International migration, England and Wales: Census 2021. https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/internationalmigration/bulletins/internationalmigrationenglandandwales/census2021
• Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533-544.
• Palmer, D. S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parent views on inclusion for their children with severe disabilities. Exceptional Children, 67(4), 467-484.
• Parsons, S., Lewis, A., Davison, I., Ellins, J., & Robertson, C. (2009a). Satisfaction with educational provision for children with SEN or disabilities: a national postal survey of the views of parents in Great Britain. Educational Review, 61(1), 19-47.
• Parsons, S., Lewis, A., & Ellins, J. (2009b). The views and experiences of parents of children with autistic spectrum disorder about educational provision: Comparisons with parents of children with other disabilities from an online survey. Europen Journal of Special Needs Education, 24 (1), 37-58.
• Räty, H., & Kasanen, K. (2007). Parents’ perceptions of their children’s schools: findings from a five‐year longitudinal study. Educational Studies, 33(3), 339-351.
• Runswick-Cole, K. 2008. “Between a Rock and a Hard Place: Parents’ Attitudes to the Inclusion of Children with Special Educational Needs in Mainstream and Special Schools.” British Journal of Special Education, 35 (3), 173–180.
• Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2013). Qualitative research practice: A guide for social science students and researchers (2nd ed.): Sage.
• Sontag, J. C., & Schact, R. (1994). An ethnic comparison of parent participation and information needs in early intervention. Exceptional Children, 60, 422–433.
• Soodak, L. C., & Erwin, J. (2000). Valued Member or Tolerated Participant: Parents' Experiences in Inclusive Early Childhood Settings. The Association for Persons with Severe Handicaps, 25(1), 29-41.
• Vanderpuye, I. (2013). Piloting inclusive education in Ghana: parental perceptions, expectations and involvement. University of Leeds.
• Whitaker, P. (2007). Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say – and what parents want. British Journal of Special Education, 34(3), 170-178.
• Yıldız, S. (2017). Sosyal Bilimlerde örnekleme sorunu: Nicel ve nitel paradigmalardan örnekleme kuramına bütüncül bir bakış. Kesit Akademi Dergisi, 11, 421-442.
• Zanobini, M., Viterbori, P., Garello, V., & Camba, R. (2017). Parental satisfaction with disabled children’s school inclusion in Italy. European Journal of Special Needs Education, 1-18.