Kaynaştırma/Bütünleştirme Uygulamalarında Öğretmen Yardımcıları

Year 2023, Volume: 36 Issue: 1, 202 - 227, 29.04.2023

Şerife Demirdağlı , Mine Kizir

https://doi.org/10.19171/uefad.1177019

Abstract

Paraprofesyoneller olarak da ifade edilen öğretmen yardımcıları, kaynaştırma/bütünleştirme uygulamalarının başarılı olmasında önemli bir sınıf içi destek olarak görülmektedir. Öğretmen yardımcısı, kaynaştırma/bütünleştirme uygulamalarında, bir uzmanın yönlendirmesi ve denetlemesiyle özel gereksinimli öğrenciye eğitim hizmeti sunulmasında hem öğretmen hem öğrenci hem de aile için süreci kolaylaştıran ve yardım eden kişi veya personel olarak tanımlanabilir. Öğretmen yardımcıları, kaynaştırma/bütünleştirme uygulamalarından özel eğitim okullarına; okul öncesi eğitimden yetişkinlikte bağımsız yaşam becerileri öğretimine kadar çok çeşitli kademelerde destek hizmet sağlayıcılar olarak yer almaktadır. Ayrıca eğitim ortamlarında çok çeşitli sorunlara çözüm bulmak amacıyla yer aldıkları görülmektedir. Etnik farklılıklar ve anadili farklı olan çocukların eğitim ortamlarına uyum sağlamasında, davranış sorunları veya öğrenme sorunları olan çocukların desteklenmesinde ve sınıf yönetimine destek olmada sıklıkla öğretmen yardımcılarından yararlanıldığı görülmektedir. Bununla birlikte öğretmen yardımcılarının rol ve sorumluluklarının somut bir şekilde tanımlanmamış olması, bu uygulamadan beklenen etkili ve verimli sonuçların alınmasında olumsuz bir etkiye sahip görülmektedir. Bu çalışmada alanyazına dayalı olarak öğretmen yardımcısının tanımlanması, bir öğretmen yardımcısının sahip olması gereken niteliklerinin açıklanması, öğretmen yardımcılarının ve öğretmen yardımcısı ile birlikte çalışan sınıf öğretmenlerinin rol ve sorumluluklarının açıklanması, öğretmen yardımcısı yetiştirme süreçleri ve istihdama yönelik bilgi verilmesi amaçlanmıştır. Öğretmen yardımcılarının yaşadığı sorunlar ve bu sorunların çözümüne ilişkin öneriler tartışılmıştır.

Keywords

Bütünleştirme, Kaynaştırma, Öğretmen yardımcısı, Paraprofesyonel, Rol ve sorumluluklar

Paraprofessionals In Inclusive Education Settings

Abstract

Teacher assistants, also referred to as paraprofessionals, are seen as an important in-class support for the success of inclusion settings. A paraprofessional can be defined as a person or staff who facilitates and assists the process for both the teacher, the student, and the family in inclusion settings, in providing education services to students with special needs under the guidance and supervision of an expert. Paraprofessionals, are involved as primary service providers at a wide range of levels, which extend from inclusion settings to special education schools or from early age education to independent life skills teaching in adulthood. In addition, it is seen that they take place in regular educational systems to find solutions to a wide variety of problems such as to adapt children with ethnic differences and different mother tongues to educational environments, to support children with behavioral or learning problems, and to support classroom management. However, the fact that the roles and responsibilities of paraprofessionals are not defined concretely seems to have a negative effect on the effective and productive results expected from this practice. This study aims to define the paraprofessional based on the literature, to explain the qualifications that a paraprofessional should have, to explain the roles and responsibilities of paraprofessionals and classroom teachers working with the paraprofessionals, to provide information about paraprofessional training processes and employment.

Keywords

Inclusion, Mainstreaming, Teacher assistant, Paraprofessional, Roles and responsibilities

References

• ABD Eğitim Bakanlığı (U.S. Department of Education). (2021). 43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021. Washington, D.C.: U.S. Department of Education. https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf
• Amerikan Konuşma-Dil-İşitme Derneği (American Speech-Language-Hearing Association-ASHA). (1999). Learning disabilities: Use of paraprofessionals [Relevant Paper]. www.asha.org/policy
• Angelides, P., Constantinou, C., & Leigh, J. (2009). The role of paraprofessionals in developing inclusive education in Cyprus. European Journal of Special Needs Education, 24(1), 75-89. https://doi.org/10.1080/08856250802596741
• Ashbaker, B. Y., & Morgan, J. (2012). Team players and team managers: Special educators working with paraeducators to support inclusive classrooms. Creative Education, 3(03), 322-327. http://dx.doi.org/10.4236/ce.2012.33051
• Blalock, G. (1991). Paraprofessıonals: Critical team members in our special education programs-how to successfully utilize the paraprofessional in the special education setting. Intervention in School and Clinic, 26(4), 200-215. https://doi.org/10.1177/105345129102600404
• Boomer, L. W. (1982). The paraprofessional: A valued resource for special children and their teachers. Teaching Exceptional Children, 14(5), 194-197. https://doi.org/10.1177/004005998201400508
• Boomer, L. W. (1980). Special education paraprofessionals: A guide for teachers. Teaching Exceptional Children, 12(4), 146-149. https://doi.org/10.1177/004005998001200404
• Boomer, L.W. (1977). The role of the paraprofessional in special education. Paper-presented at the annual convention of The Council for Exceptional Children, Atlanta, April 1977. (ERIC Ed. 140582).
• Brock, M. E., & Anderson, E. J. (2021). Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?. Psychology in the Schools, 58(4), 702-722.
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39-51. https://doi.org/10.1177/0022466913501882
• Bronstein, B., Breeden, N., Glover, T. A., & Reddy, L. A. (2021). Paraprofessionals’ perceptions of behavior problems in elementary school classrooms. The Journal of Special Education, 55(3), 153–162. https://doi.org/10.1177/0022466920961085
• Brown, T. S., & Stanton‐Chapman, T. L. (2017). Experiences of paraprofessionals in US preschool special education and general education classrooms. Journal of Research in Special Educational Needs, 17(1), 18-30. https://doi.org/10.1111/1471-3802.12095
• Butt, R. (2018). ‘Pulled in off the street’and available: what qualifications and training do Teacher Assistants really need?. International Journal of Inclusive Education, 22(3), 217-234. https://doi.org/10.1080/13603116.2017.1362478
• Carter, E. W., O’Rourke, L., Sisco, L. G., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30, 344–359. doi:10.1177/0741932508324399
• Coogle, C. G., Walker, V. L., Ottley, J., Allan, D., & Irwin, D. (2022). Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576211073699
• Council for Exceptional Children. (2022).Core Competencies for Special Education Paraeducators. https://exceptionalchildren.org/paraeducators/core-competencies-special-education-paraeducators
• Douglas, S. N., Chapin, S. E., & Nolan, J. F. (2016). Special education teachers’ experiences supporting and supervising paraeducators: Implications for special and general education settings. Teacher Education and Special Education, 39(1), 60-74. https://doi.org/10.1177/0888406415616443
• Douglas, S. N., Light, J. C., & McNaughton, D. B. (2012). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-101. https://doi.org/10.1177/0271121412467074
• Douglas, S. N., Uitto, D. J., Reinfelds, C. L., & D’Agostino, S. (2019). A systematic review of paraprofessional training materials. The Journal of Special Education, 52(4), 195-207. https://doi.org/10.1177/0022466918771707
• Downing, J. E., Ryndak, D. L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special education, 21(3), 171-181. https://doi.org/10.1177/074193250002100308
• Fafard, M. B. (1975). Paraprofessionals in Special Education: Update Report. ERIC Ed.112591
• Fisher, M., & Pleasants, S. L. (2012). Roles, responsibilities, and concerns of paraeducators Findings from a statewide survey. Remedial and Special Education, 33, 287–297. doi:10.1177/0741932510397762
• Fisher, T. L., Sindelar, P. T., Kramer, D., & Bettini, E. (2022). Are Paraprofessionals Being Hired to Replace Special Educators? A Study of Paraprofessional Employment. Exceptional Children, 88(3), 302–315. https://doi.org/10.1177/00144029211062595
• French, N. K. (2001). Supervising paraprofessionals: A survey of teacher practices. The Journal of Special Education, 35(1), 41-53. https://doi.org/10.1177/002246690103500105
• French, N. K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19(6), 357-368. https://doi.org/10.1177/074193259801900606
• French, N. K., & Pickett, A. L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and Special Education, 20(1), 61-73. https://doi.org/10.1177/088840649702000107
• Frith, G. H., & Mims, A. (1985). Burnout among special education paraprofessionals. Teaching Exceptional Children, 17(3), 225–227. https://doi.org/10.1177/004005998501700312
• Garnett, J. (1988). Support Teaching: Taking a Closer Look. British Journal of Special Education, 15(1), 15–18. doi:10.1111/j.1467-8578.1988.tb00716.x
• Gerencser, K. R., Higbee, T. S., Contreras, B. P., Pellegrino, A. J., & Gunn, S. L. (2018). Evaluation of interactive computerized training to teach paraprofessionals to implement errorless discrete trial instruction. Journal of Behavioral Education, 27(4), 461-487. https://doi.org/10.1007/s10864-018-9308-9
• Gerzel-Short, L., Conderman, G., & DeSpain, S. (2018). Supporting paraprofessionals: Tips for enhanced collaboration. Kappa Delta Pi Record, 54(4), 152-157. https://doi.org/10.1080/00228958.2018.1515542
• Giangreco, M. F. (2020). “How can a student with severe disabilities be in a fifth-grade class when he can’t do fifth-grade level work?” Misapplying the least restrictive environment. Research and Practice for Persons with Severe Disabilities, 45(1), 23–27 https://doi.org/10.1177/1540796919892733).
• Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-54.
• Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and special education, 33(6), 362-373. https://doi.org/10.1177/0741932511413472
• Görgün, B. (2013). Sınıfında özel gereksinimli öğrenci olan okul öncesi öğretmenlerinin öğretmen yardımcısının rol ve sorumlulukları hakkındaki görüşleri (Yayınlanmamış yüksek lisans tezi). Anadolu Üniversitesi.
• Gürgür, H. (2019). Kapsayıcı eğitim ve felsefi temelleri. H. Gürgür & S. Rakap (Eds.), Kapsayıcı eğitim özel eğitimde bütünleştirme içinde (ss. 2-14). Pegem Akademi.
• Hilton, A., & Gerlach, K. (1997). Employment, preparation and management of paraeducators: Challenges to appropriate service for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32(2), 71-76.
• Hoffman, L., & Sable, J. (2006). Public Elementary and Secondary Students, Staff, Schools, and School Districts: School Year 2003-TAB. NCES 2006-307. National Center for Education Statistics.
• Individuals with Disabilities Education Improvement Act (IDEA) (2004). https://www.govinfo.gov/app/details/PLAW-108publ446
• Individuals with Disabilities Education Improvement Act (IDEA) (2006). Regulations of 2006. https://sites.ed.gov/idea/statute-chapter-33/subchapter-iv/part-b/1462
• Jones, K. H., & Bender, W. N. (1993). Utilization of paraprofessionals in special education: A review of the literature. Remedial and Special Education, 14(1), 7-14. https://doi.org/10.1177/074193259301400103
• Jones, C. R., Ratcliff, N. J., Sheehan, H., & Hunt, G. H. (2012). An analysis of teachers’ and paraeducators’ roles and responsibilities with implications for professional development. Early Childhood Education Journal, 40(1), 19-24. https://doi.org/10.1007/s10643-011-0487-4
• Katsiyannis, A., Hodge, J., & Lanford, A. (2000). Paraeducators: Legal and practice considerations. Remedial and Special Education, 21(5), 297-304. https://doi.org/10.1177/074193250002100506
• Kerry, C. A., & Kerry, T. (2003). Government Policy and the Effective Employment and Deployment of Support Staff in UK Schools. International Studies İn Educational Administration, 31(1). 65-81.
• Killoran, J., Templeman, T. P., Peters, J., & Udell, T. (2001). Identifying paraprofessional competencies for early intervention and early childhood special education. Teaching Exceptional Children, 34(1), 68-73.
• Knowles, C. L., D’Agostino, S. R., Kunze, M. G., Uitto, D. J., & Douglas, S. N. (2022). A Systematic Review of Asynchronous Online Learning Opportunities for Paraeducators. The Journal of Special Education, 00(0), 1-11. https://doi.org/10.1177/00224669221085306
• Köpfer, A., & Böing, U. (2020). Students' Perspectives on Paraprofessional Support in German Inclusive Schools: Results from an Exploratory Interview Study with Students in Northrhine Westfalia. International Journal of Whole Schooling, 16(2), 70-92.
• Lichte, A., & Scheef, A. R. (2022). Exploration of training needs of paraprofessionals to support students with disabilities. Journal of Special Education Apprenticeship, 11(1), n1.
• Lockman Turner, E., & Curran Mansouri, M. (2022). Tips for special education teachers to create effective partnerships with paraprofessionals. Inclusive Practices,1(3), 97-105. https://doi.org/10.1177/27324745221074411
• Malachowski, M. (2018). Surveying Supervision: Special Education Teachers and Paraprofessionals Serving Students with Low-Incidence Disabilities. Doktora Tezi. Wisconsin Üniversitesi
• Mason, R. A., Gunersel, A. B., Irvin, D. W., Wills, H. P., Gregori, E., An, Z. G., & Ingram, P. B. (2021). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities. Teacher Education and Special Education, 44(2), 97-116. https://doi.org/10.1177/0888406419896627
• MEB (2020). Kolaylaştırıcı kişi konulu yazı; 10.01.2020 http://programdeha.com/mevzuat/kolaylastiricikisi.pdf
• Morgan, J. (1995). Training Programs for Paraeducators in the United States: A Review of the Literature. ERIC Ed. 392786
• National Center for Education Statistics. (2007). Issue brief: Description and employment criteria of instructional paraprofessionals. U.S. Department of Education. https://nces.ed.gov/pubs2007/2007008.pdf
• National Center for Education Statistics. (2013). Characteristics of public and private elementary and secondary schools in the United States: Results from the 2011–2012 schools and staffing survey. U.S. Department of Education. https://nces.ed.gov/pubs2013/2013312.pdf
• Otizm Spektrum Bozukluğu Olan Bireylere Yönelik Ulusal Eylem Planı (OSBUEP) [National Action Plan for Individuals with Autism Spectrum Disorder]. (2016). Retrieved from http://www.resmigazete.gov.tr/eskiler/2016/12/20161203-16.html
• Östlund, D., Barow, T., Dahlberg, K., & Johansson, A. (2021). In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden. European Journal of Special Needs Education, 36(2), 168-182. https://doi.org/10.1080/08856257.2021.1901370
• Özaydın, L. (2020). Kaynaştırma uygulamalarında öğretmen yardımcısının görevlerine ilişkin paydaş görüşleri: Karma yöntem çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(3), 561-587. https://doi.org/10.21565/ozelegitimdergisi.563242
• Patterson, K. B. (2006). Roles and responsibilities of paraprofessionals: In their own words. Teaching Exceptional Children Plus, 2(5), n5.
• Passaro, P. D., Pickett, A. L., Latham, G., & Hongbo, W. (1994). The training and support needs of paraprofessionals in rural special education. Rural Special Education Quarterly, 13(4), 3-9. https://doi.org/10.1177/875687059401300402
• Pickett, A. L. (1999). Strengthening and supporting teacher/providerparaeducator teams: Guidelines for paraeducator roles, supervision, and preparation. New York: National Resource Center for Paraprofessionals, City University of New York.
• Pickett, A. L. (1986). Paraprofessionals in Special Education: The State of the Art--1986.
• Pickett, A. L., Likins, M., & Wallace, T. (2003). The Employment and Preparation of Paraeducators, the State of the Art--2003.
• Reddy, L. A., Alperin, A., & Glover, T. A. (2020). A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders. Psychology in the Schools, 58(4), 742-763. https://doi.org/10.1002/pits.22381
• Riggs, C. G., & Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35, 54–62. https://doi.org/10.1177/002246690103500106
• Rosenberg, N. E., Artmam-Meeker, K., Kelly, E., & Yang, X. (2020). The effects of bug-in-ear coaching package on implementation of incidental teaching by paraprofessionals in a K-12 school. Journal of Behavioral Education. https://doi.org/10.1007/s10864-020-09379-1.
• Rueda, R., & Monzó, L. D. (2002). Apprenticeship for teaching: Professional development issues surrounding the collaborative relationship between teachers and paraeducators. Teaching and Teacher Education, 18(5), 503-521. https://doi.org/10.1016/S0742-051X(02)00013-6
• Salzberg, C. L., & Morgan, J. (1995). Preparing teachers to work with paraeducators. Teacher Education and Special Education, 18(1), 49-55. https://doi.org/10.1177/088840649501800106
• Sobeck, E. E., Robertson, R., & Smith, J. (2020). The effects of didactic instruction and performance feedback on paraeducator implementation of behavior support strategies in inclusive Settings. The Journal of Special Education, 53(4), 245-255. https://doi.org/10.1177/0022466919858989
• Stewart, E. M. (2019). Reducing ambiguity: Tools to define and communicate paraprofessional roles and responsibilities. Intervention in School and Clinic, 55(1), 52–57. https://doi.org/10.1177/1053451218782431
• Stockall, N. S. (2014). When an aide really becomes an aid: Providing professional development for special education paraprofessionals. Teaching exceptional children, 46(6), 197-205. https://doi.org/10.1177/0040059914537202
• Sucuoğlu, B., Diken, İ. H., Demir, S., Ünlü, E., & Şen, A. (2010). Özel eğitim terimler sözlüğü. Maya Akademi.
• Zhao, Y., Rose, R., & Shevlin, M. (2021). Paraprofessional support in Irish schools: from special needs assistants to inclusion support assistants. European Journal of Special Needs Education, 36(2), 183-197. https://doi.org/10.1080/08856257.2021.1901371
• Wang, Y., Mu, G. M., Wang, Z., Deng, M., Cheng, L., & Wang, H. (2015). Multidimensional classroom support to inclusive education teachers in Beijing, China. International Journal of Disability, Development and Education, 62(6), 644-659.
• Wei, Q., & Machalicek, W. (2021). Delayed video-feedback and pyramidal training is a promising approach to teach incidental teaching to paraprofessionals in low-resource countries, but it may not be sufficient to increase child mands. Evidence-Based Communication Assessment and Intervention, 15(1), 7-12. https://doi.org/10.1080/17489539.2021.1876302
• Werts, M. G., Wolery, M., Snyder, E. D., Caldwell, N. K., & Salisbury, C. L. (1996). Supports and resources associated with inclusive schooling: Perceptions of elementary school teachers about need and availability. The Journal of Special Education, 30(2), 187-203.
• Westling, D. L., & Fox, L. (2000). Teaching students with severe disabilities ( 4 th. Ed.). Pearson Publishing.
• Willis, C. (2009). Creating inclusive learning environments for young children: What to do on Monday morning. Corwin Press.
• Yazıcıoğlu, T. (2017). Assisted Teaching Practices in the Training of Individuals with Special Needs. The Journal of Limitless Education and Research, 2(3), 21-33. https://doi.org/10.29250/sead.336342
• Yılmaz, A. (2011). Reconstructing teacher identity: experiences of a Turkish teacher aide in an American preschool classroom. Kastamonu Eğitim Dergisi, 19(3), 733-742. https://dergipark.org.tr/en/pub/kefdergi/issue/49049/625714
• Zobell, E., & Hwang, J. (2020). An Examination of the Current Status of Paraprofessionals through Their Lens: Role, Training, and Supervision. Journal of Special Education Apprenticeship, 9(1), n1.