Ulusal Alanyazında Gömülü Öğretim: Tek-Denekli Deneysel Araştırmaların Sistematik Derlemesi

Abstract

Özel gereksinimi olan çocuklar kapsayıcı eğitim ortamlarında her geçen gün daha fazla yer almaktadır. Bu çocukları kapsayıcı eğitim ortamlarında desteklemek üzere gömülü öğretim gibi farklı doğal öğretim yaklaşımları kullanılmaktadır. Bu çalışmanın amacı ulusal alanyazında gömülü öğretim yaklaşımına odaklı gerçekleştirilmiş tek-denekli deneysel araştırma desenlerinin kullanıldığı araştırmaları betimsel özellikleri, yöntemsel kaliteleri ve gömülü öğretim bileşenlerini içerme düzeyleri açısından incelemektir. Çalışma bir sistematik derleme araştırmasıdır. Çalışma kapsamında dahil etme ölçütlerini karşılayan 18 araştırma incelenmiştir. Çalışmanın betimsel bulguları, katılımcılarının çoğunun OSB olan çocuklardan oluştuğunu, araştırmalar kapsamında gömülü öğretim uygulamalarının sıklıkla araştırmacılar tarafından farklı etkinlik ya da rutinlerde yürütüldüğünü, gömülü öğretimin özel gereksinimi olan çocuklara hedef davranışların kazandırılmasında, edinilen davranışın öğretim sona erdikten sonra sürdürülmesinde ve genellenmesinde etkili olduğunu, güvenirlik katsayılarının oldukça yüksek olduğunu, çalışmaların tamamına yakınında sosyal geçerlik verisi toplandığını ve olumlu görüşlerin rapor edildiğini göstermektedir. Bulgular ulusal alanyazındaki gömülü öğretim araştırmalarının yöntemsel kalite açısından oldukça iyi düzeyde olmasına karşın gömülü öğretimin uygulama basamaklarını takip ve rapor etme bakımından istenilen düzeyde olmadığını göstermektedir. Çalışmanın bulguları mevcut alanyazın ışığında tartışılmış ve ileri araştırmalara ve uygulamalara yönelik öneriler sunulmuştur.

Keywords

• Gömülü öğretim
• tek-denekli deneysel araştırmalar
• özel gereksinimi olan çocuklar
• kapsayıcı eğitim
• doğal öğretim

Embedded Instruction in the Turkish Literature: A Systematic Review of Single-case Experimental Research

Abstract

Children with special needs are increasingly included in inclusive early learning environments. Embedded instruction is among the naturalistic instructional approaches used to support these children in inclusive settings. The purpose this study is to examine the single-case experimental research studies in Turkish literature focusing on embedded instruction. A total of 18 studies were included in this review. We evaluated studies for descriptive characteristics, methodological quality, and adherence to implementation components of embedded instruction. The descriptive findings indicate most of the participants were children with ASD, embedded instruction was frequently implemented by researchers in different activities/routines, embedded instruction was effective in teaching target behaviors to children with special needs, maintaining and generalizing the acquired behavior after the instruction was over, reliability coefficients were relatively high, and social validity data were supportive of embedded instruction. The findings in relation to methodological quality of studies show that embedded instruction research is at a satisfactory standard regarding methodological quality. However, the findings regarding adherence to implementation steps of embedded instruction reveal that some critical components of embedded instruction either not implemented or not reported. The findings are discussed with the context of existing literature, and recommendations for future research and practice are provided.

Keywords

• Embedded instruction
• single-case experimental studies
• children with special needs
• inclusive education
• naturalistic teaching

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