Examining the Social Acceptance Levels of Teachers towards Individuals with Special Needs

Year 2023, , 455 - 483, 01.12.2023

Osman Aktan

https://doi.org/10.21565/ozelegitimdergisi.1123503

Abstract

Introduction: The positive approach of the teacher towards individuals with special needs, his participation in the educational processes with his peers, and the teacher's attitudes and behaviors such as supporting both the academic and social development of the individual with special needs affect the social acceptance of the individual with special needs positively.
Method: This study, investigating the social acceptance levels of teachers towards the individuals with special needs in terms of various variables, was a descriptive study and designed as a screening model. The data of the study were obtained from 1433 teachers working in different education levels (preschool, primary school, secondary school and high school) in the central district of Düzce province and determined by the easily accessible case sampling method.
Findings: According to the research findings, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference in terms of gender, whether there were individuals with special needs in the family and close environment, whether there were individuals with special needs in the teachers' classrooms, and the belief that inclusive practices were an effective model. In addition, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference according to the disability type of individuals with special needs, their participation in professional development activities for inclusion practices, their education level and professional seniority variables.
Discussion: In the study, it was determined that teachers' beliefs about inclusion practices, their professional development and professional seniority were effective on their social acceptance of individuals with special needs. It was determined that teachers with special needs in their class had lower social acceptance scores. Based on these findings, it is recommended to organize in-service training activities and to benefit from the mentorship of experienced teachers in order to improve the professional competence of teachers for inclusion practices. In addition, it is recommended to conduct qualitative research in order to obtain in-depth information about the variables that show a significant difference in terms of teachers' social acceptance levels for individuals with special needs.

Keywords

Inclusion pratices, individuals with special needs, social acceptance, teacher, screening model

Öğretmenlerin Özel Gereksinimli Bireylere Yönelik Sosyal Kabul Düzeylerinin İncelenmesi

Abstract

Giriş: Öğretmenin özel geresinimli bireylere yönelik olumlu yaklaşımı, akranlarıyla birlikte eğitim süreçlerine katılımını sağlaması, özel gereksinimli bireyin hem akademik hem de sosyal gelişimini destekleyici gibi öğretmen tutum ve davranışları olması özel gereksinimli bireyin sosyal kabulünü olumlu yönde etkilemektedir.
Yöntem: Öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul düzeylerinin çeşitli değişkenler açısından incelendiği bu araştırma, tarama modelinde tasarlanmış betimsel bir çalışmadır. Araştırmanın verileri Düzce ili merkez ilçesinde farklı eğitim kademelerinde (okulöncesi, ilkokul, ortaokul ve lise) görev yapan, kolay ulaşılabilir durum örnekleme yöntemi yoluyla belirlenen 1433 öğretmenden elde edilmiştir.
Bulgular: Araştırma bulgularına göre öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul düzeyleri arasında; cinsiyete, aile ve yakın çevresinde özel gereksinimli birey bulunup bulunmamasına, öğretmenlerin sınıflarında özel gereksinimli birey olup olmamasına ve kaynaştırma uygulamalarının etkili bir model olduğuna yönelik inanç değişkenlerine göre anlamlı bir farklılık olduğu belirlenmiştir. Ayrıca öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul düzeyleri arasında; özel gereksinimli bireylerin yetersizlik türüne, kaynaştırma uygulamalarına yönelik mesleki gelişim faaliyetlerine katılma durumlarına, eğitim düzeylerine ve mesleki kıdem değişkenlerine göre de anlamlı bir farklılık olduğu belirlenmiştir.
Tartışma: Araştırmada öğretmenlerin kaynaştırma uygulamalarına yönelik inançlarının, mesleki gelişimlerinin ve mesleki kıdemlerinin özel gereksinimli bireylere yönelik sosyal kabulleri üzerinde etkili olduğu belirlenmiştir. Sınıfında özel gereksinimli olan öğretmenlerin daha düşük sosyal kabul puanlarına sahip oldukları belirlenmiştir. Bu bulgulardan hareketle öğretmenlerin kaynaştırma uygulamalarına yönelik mesleki yeterliliklerinin geliştirilmesi için hizmetiçi eğitim etkinliklerinin düzenlenmesi ve deneyimli öğretmenlerin mentorluklarından yararlanılması önerilmektedir. Ayrıca öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul puanlarına ilişkin anlamlı fark çıkan değişkenlere yönelik derinlemesine bilgi elde etmek amacıyla nitel araştırmalar yapılması önerilmektedir.

Keywords

Kaynaştırma uygulamaları, özel gereksinimli bireyler, sosyal kabul, öğretmen, tarama modeli

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