A Review of Research on the Education of Migrant Students with Special Needs

Year 2023, , 559 - 576, 01.12.2023

Abdulkadir Kocaoğlu , Ayşenur Çayır , Nevin Güner Yıldız

https://doi.org/10.21565/ozelegitimdergisi.1223932

Cited By: 1

Abstract

Introduction: Migrant students face various challenges when adapting to an educational system different from their own, encountering exclusionary/racist attitudes, learning the language and culture of the host country, integrating into new social environments, and understanding the education system and curriculum of the destination country. These difficulties can become even more complex when combined with special needs or disabilities, making it harder for students to adjust to the education system of the host countries.
Method: The study aimed to examine to examine research articles published between 2011 and 2022 regarding the education of migrant students with special needs (MSSN). The study examined various variables, including the publication year, country of origin, research purpose, research methodology, participants, data collection tools/techniques, and findings. To achieve this aim, a systematic review method was adopted, and searches were conducted in national and international databases based on the following criteria: (a) the research was published between 2011 and 2022, (b) the study included educators working with migrant students with any special needs diagnosis, with either the students themselves or their parents as participants, (c) the research focused on the education of MSSN, (d) the research was published in Turkish or English, (e) the research underwent a peer review and was published, and (f) the research met at least 90% of the criteria established by the quality assessment criteria developed by the Joanna Briggs Institute (JBI) for evaluating the methodological quality of qualitative, quantitative, and mixed-methods studies. Nine research articles that met these criteria were analyzed.
Findings: Within the scope of the study, 34 research articles related to the education of MSSN were identified in the national and international literature. However, most of these studies (n = 25) were excluded as they did not meet the criteria (90%) set by the quality assessment criteria developed by the JBI. According to the findings of the study, the participant group in the research on MSSN generally consisted of parents and teachers of these students. All nine studies that met the inclusion criteria were designed using qualitative research methods. Additionally, the highest number of studies was conducted in the United States.
Discussion: The findings indicate that various research studies have been conducted on the education of MSSN, particularly from 2015 onwards. These studies predominantly relied on the perspectives of the families and educators of MSSN, highlighting that the most significant challenges in their education stem from language and cultural differences. Furthermore, most of the research reported in the national and international literature did not meet the criteria of quality assessment, suggesting a need for a more significant number of high-quality studies to delve deeper into the subject matter.

Keywords

Migrant students with special needs, migration and special education, systematic review, refugee, asylum seeker, temporary protection, migrant

Göçmen Özel Gereksinimli Öğrencilerin Eğitimi Alanında Yapılan Araştırmaların Gözden Geçirilmesi

Abstract

Giriş: Göçmen öğrenciler, kendi eğitim sistemlerinden farklı bir eğitim sistemine dâhil olmak, dışlayıcı/ırkçı tutumlarla karşılaşmak, göç ettikleri ülkenin dilini ve kültürünü öğrenmek, yeni sosyal ortamlara katılmak, göç edilen ülkenin eğitim-öğretim kültürünü ve müfredatını anlamak gibi güçlüklerle baş etmeye çalışmaktadırlar. Bu güçlüklerin üzerine özel gereksinimli olma durumu da eklendiğinde öğrencilerin göç ettikleri ülkelerin eğitim sistemine uyum sağlamaları daha da karmaşık hale gelebilmektedir.
Yöntem: Bu çalışmanın amacı, göçmen özel gereksinimli öğrencilerin (GÖGÖ) eğitimlerine yönelik 2011-2022 yılları arasında yayımlanmış araştırmaları yayımlanma yılı, yapıldığı ülke, araştırma amacı, araştırma yöntemi, katılımcıları, veri toplama araç/teknikleri ve bulguları olmak üzere çeşitli değişkenler açısından incelemektir. Bu amaç doğrultusunda sistematik derleme yöntemi benimsenerek ulusal ve uluslararası veri tabanlarında taramalar yapılmış (a) araştırmanın 2011-2022 yılları arasında yayımlanması, (b) araştırma grubunu oluşturan katılımcıların göçmen ve herhangi bir özel gereksinim tanısı olan öğrencilerle çalışan eğitimciler, öğrencilerin kendileri ya da ebeveynlerinden oluşması, (c) araştırmanın GÖGÖ’lerin eğitimi konusunu ele alması, (d) araştırmanın Türkçe ya da İngilizce dilinde yayımlanması, (e) araştırmanın hakem sürecinden geçerek yayımlanmış araştırma olması ve (f) Joanna Briggs Institute (JBI) tarafından nitel, nicel ve karma araştırmaların metodolojik kalitelerinin değerlendirilmesi amacıyla geliştirilen kalite değerlendirme kriterlerinin en az %90’ını karşılaması ölçütlerini karşılayan dokuz araştırma analiz edilmiştir.
Bulgular: Çalışma kapsamında GÖGÖ’lerin eğitimiyle ilgili ulusal ve uluslararası alanyazında 34 araştırmaya ulaşılmış ancak bu araştırmaların büyük çoğunluğu (n = 25) JBI tarafından geliştirilen kalite değerlendirme kriterlerine göre belirlenen ölçütü (%90) karşılayamadığı için çalışma dışında bırakılmıştır. Çalışmadan elde edilen bulgulara göre GÖGÖ’lerle ilgili yapılan araştırmaların katılımcı grubunu genellikle bu öğrencilerin ebeveyn ve öğretmenleri oluşturmaktadır. Çalışmanın dahil etme kriterlerini karşılayan dokuz araştırmanın tamamının nitel araştırma yöntemiyle tasarlandığı belirlenmiştir. Ayrıca en fazla araştırmanın Amerika Birleşik Devletleri’nde yapıldığı görülmüştür.
Tartışma: Çalışmanın bulguları, GÖGÖ’lerin eğitimlerine ilişkin 2015 ve sonrasında çeşitli araştırmaların yapıldığını; bu araştırmalarda genellikle GÖGÖ’lerin aileleri ve eğitimcilerinin görüşlerine başvurulduğunu ve GÖGÖ’lerin eğitimi ile ilgili en önemli sorunların dil ve kültür farklılığından kaynaklandığını ortaya koymaktadır. Ayrıca ulusal ve uluslararası alanyazında yapılan çalışmaların çoğunun kalite değerlendirme kriterleri ölçütünü karşılayamamış olması konunun derinlemesine incelenmesi açısından daha fazla sayıda ve nitelikli araştırmaya gereksinim olduğunu ortaya koymaktadır.

Keywords

Göçmen özel gereksinimli öğrenci, göç ve özel eğitim, sistematik derleme, mülteci, sığınmacı, geçici koruma, göçmen

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