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

Year 2024, Volume: 11 Issue: 1, 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

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