Kapsayıcı Eğitimin Psikolojisi: Güncel Eğilimler, Güncellenen Uygulamalar

Year 2022, Volume: 4 Issue: 1, 1 - 26, 30.03.2022

Halis Sakız

https://doi.org/10.37233/TRSPED.2022.0120

Cited By: 6

Abstract

Kapsayıcı eğitim modelinin kuramsal eğilimlerinin, ilkelerinin, uygulamalarının ve kazanımlarının güçlü altyapısı, bu modelin dünya genelinde benimsenmesine ve “bazı bireylerin eğitim sistemlerine dahil edilmesi” anlayışından, “tüm bireylerin nitelikli eğitimden faydalanabilmesi için okulların hizmet kapasitesinin güçlendirilmesi” gerekliliğine yönelik bir inancın gelişmesine yol açmıştır. Tüm öğrenim ve öğretim süreçlerinde ve modellerinde olduğu gibi, kapsayıcı eğitimin kuramsal temelleri, stratejileri ve pratikleri de psikolojik süreçleri doğrudan içermekte, bu süreçlerden faydalanmakta ve bu süreçleri etkilemektedir. Psikolojik süreçlerin kapsayıcı eğitim bağlamında sistematik ve organize bir şekilde değerlendirildiği çalışmalara duyulan ihtiyaçtan yola çıkılarak yapılan bu çalışmada, kapsayıcı eğitimin psikolojisinin öğrenme psikolojisi, gelişim psikolojisi ve sosyal psikoloji gibi farklı alanlarıyla ilişkisi kurulmaktadır. Bu içerik anlatılırken ilk olarak kapsayıcı eğitim modeline ilişkin bilgi verilmekte, takip eden başlıklarda kapsayıcı eğitimin duygusal boyutu, kapsayıcı pedagoji ve öğrenme arasındaki ilişki, kapsayıcı eğitimde işbirlikli öğrenmenin yeri ve önemi, kapsayıcı eğitimde psikolojik danışmanlık ve rehberlik ve kapsayıcı eğitimde tanılamaya ilişkin bir içerik sunulmaktadır.

Keywords

Kapsayıcı eğitim, psikoloji, öğrenme psikolojisi, sosyal psikoloji

The Psychology of Inclusive Education: Contemporary Tendencies, Updated Practices

Abstract

The strong infrastructure of the theoretical tendencies, principles, practices and outputs of inclusive education has led to the worldwide adoption of this model and the development of a belief that the service capacity of schools should be strengthened so that “all individuals can benefit from quality education”. As with all learning and teaching processes and models, the theoretical foundations, strategies and practices of inclusive education directly involve, benefit from and affect psychological processes. In this study, which is based on the need for studies in which psychological processes are evaluated in a systematic and organized way in the context of inclusive education, the relationship of inclusive education with different fields of psychology such as learning psychology, developmental psychology and social psychology is established. While explaining this content, firstly, information about the inclusive education model is given, and in the following titles, the emotional dimension of inclusive education, the relationship between inclusive pedagogy and learning, the place and importance of cooperative learning in inclusive education, psychological counseling and guidance in inclusive education and diagnostics in inclusive education are presented.

Keywords

inclusive education, psychology, learning psychology, social psychology

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