Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma

Year 2022, , 64 - 90, 30.03.2022

Nesime Kübra Terzioğlu

https://doi.org/10.37233/TRSPED.2022.0123

Cited By: 3

Abstract

İlkçağlardan itibaren yetersizliği olan bireylere karşı olumsuz davranış ve tutumların varlığı göze çarpmaktadır. Eğitim anlayışında meydana gelen bazı değişiklikler ve yetersizliği olan bireylerin ailelerinin hak arayışları sonucunda günümüzde bu bireylere karşı var olan bu olumsuz davranış ve tutumların oldukça azaldığı görülmektedir. Ancak tüm bu gelişmelere rağmen özel gereksinimli öğrenciler hala zorba davranışlarla karşılaşmaktadır. Özel gereksinimli öğrencilerin yaşamış oldukları zorba davranışların her yönüyle bilinmesinin akran zorbalığının önüne geçilebilmesine katkı sağlayacağı düşünülmektedir. Buradan yola çıkılarak bu araştırmanın amacı yetersizliği olan öğrencilerin yaşamış oldukları akran zorbalıkları ile ilgili özel eğitim öğretmenlerinin görüşlerini incelemektir. Nitel araştırma yaklaşımlarından durum deseni kullanılan bu araştırmaya özel eğitim öğretmenliği yapmakta olan 20 öğretmen katılmıştır. Araştırmanın verileri görüşme formu ve anket aracılığıyla toplanmıştır. Betimsel analiz yoluyla analiz edilen veriler tema ve alt temalar oluşturularak sunulmuştur. Araştırmanın sonucunda özel gereksinimli öğrencilerin sıklıkla zorba davranışlarla karşılaştıkları ve genellikle bu davranışlarda kurban rolünde oldukları görülmüştür. Zorba davranışlar ile mücadele konusunda normal gelişim gösteren öğrencilere, bu öğrencilerin ailelerine, öğretmenlere ve diğer okul personeline farkındalık, empati, davranış değiştirme konularında bilgilendirici çalışmalarının yapılması önerilmektedir.

Keywords

akran zorbalığı, zorbalık, özel eğitim, özel gereksinimli bireyler

Peer Bullying in Special Education: A Qualitative Study Based on Teachers' Opinions

Abstract

Negative behaviors and attitudes towards individuals with disabilities have been observed since ancient times. It is seen that these negative behaviors and attitudes have decreased as a result of some changes in the understanding of education and the search for rights of the families of individuals with disabilities. Despite all these developments, these students still face bullying behavior. It is thought that knowing all aspects of bullying behaviors experienced by students with special needs will contribute to the prevention of peer bullying. The aim of this study is to examine the opinions of special education teachers about the peer bullying experienced by students with disabilities. 20 special education teachers participated in this research, which was designed according to the qualitative research approach. The data of the research were collected through interview form and questionnaire. The collected data were analyzed through descriptive analysis. As a result of the research, it has been seen that students with special needs frequently encounter bullying behaviors and they are generally in the role of victim in these behaviors. It is recommended to conduct informative studies on awareness, empathy, and behavior change for students who show normal development in combating bullying behaviors, their families and teachers.

Keywords

Peer bullying, bullying, special education, individuals with special needs

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