Disability in Elementary School Textbooks

Year 2017, Volume: 41 Issue: 41, 75 - 89, 01.01.2017

Derya Can Canan Pekbay Meral Hakverdi Can Gökhan Kaya , Ayşegül Avşar Tuncay Sevcan Candan

Abstract

This
study investigated the representation of disabled people in the textbooks of
elementary school Natural Sciences, Social Studies and, Science and Technology
courses. In this study, 12 textbooks published by Ministry of National
Education in Turkey during the academic year of 2011-2012 were examined using
content analysis. Findings of this study revealed that representation of
disabled people in visuals and texts in elementary school textbooks was
limited. There is a need to increase awareness of the educators and textbooks
writers on the representation of disabled peoples in the visuals and text. Besides,
the significant findings of the study results showed that majority of people
with disabled were children and physically disabled and more than half of them
were with individuals who has not any handicap. Disabled people were often
located in places outside of the school. Text and images were in textbooks
supported each other. Moreover, disabled people should be integrated social and
educational life in textbooks.

Keywords

Textbooks, disability, inclusive education, document analysis

İlköğretim Ders Kitaplarında Engellilik

Abstract

Bu çalışmada,
Türkiye’de ilköğretim düzeyinde okutulmakta olan Hayat Bilgisi, Sosyal Bilgiler
ve Fen ve Teknoloji ders kitaplarında yer alan görsel ve metinlerde engellilik
konusuna hangi düzeyde ve nasıl yer verildiği incelenmiştir. Nitel araştırma
yöntemlerinden, doküman analizi tekniği kullanılarak 2011-2012 eğitim-öğretim
yılında Milli Eğitim Bakanlığı tarafından yayınlanan 12 kitap araştırmacılar
tarafından incelenmiştir. Araştırma sonucunda; ders kitaplarında engellilik
konusuna ve engelli bireylere sınırlı sayıda yer verildiği saptanmıştır. Ayrıca
çalışma sonuçlarından elde edilen önemli bulgular, yetersizlikten etkilenmiş
bireylerin büyük çoğunluğunun çocuk ve bedensel engelli olduğunu ve yarıdan
fazlasının engelsiz akranları ile birlikte verildiğini göstermiştir. Büyük bir çoğunluğu çocuklardan oluşan yetersizlikten
etkilenmiş bireylere genellikle okul dışı mekânlarda yer verilmiştir. İncelenen
ders kitaplarında büyük ölçüde metin ve görsel birbirini desteklemiştir. Yetersizlikten
etkilenmiş bireyler ders kitaplarında da sosyal ve eğitsel yaşamla tam
anlamıyla bütünleştirilmelidir.

Keywords

Ders kitapları, engellilik, kaynaştırma eğitimi, doküman analizi

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