Üniversite Öğrencilerinin Özel Gereksinimli Akranlarına İlişkin Tutumları

Öz

Bu araştırmada, üniversite öğrencilerinin özel gereksinimli akranlarına yönelik tutumlarının düzeyi ile bu tutumların oluşmasındaki düşüncelerin metaforlarla belirlenmesi amaçlanmıştır. Bu doğrultusunda Bandırma Onyedi Eylül Üniversitesi spor bilimleri fakültesinde ve farklı fakültelerde okuyan toplam 113 öğrenci araştırmanın çalışma grubunu oluşturmaktadır. Araştırmada karma yöntem araştırmalarından, yakınsayan paralel desen kullanılmıştır. Araştırmada “Engellilere Yönelik Çok Boyutlu Tutum Ölçeği” nicel verileri toplamak için kullanışmıştır. Ölçek duygu, düşünce ve davranış olmak üzere üç alt boyut ve 31 maddeden oluşmaktadır. Araştırmanın nitel verileri ise “Özel gereksinimli üniversite öğrencisi bir akranımı gördüğümde………olurum, Çünkü……..” cümlesinin tamamlaması ile toplanmıştır. Nicel bulgularda ölçeğin toplam tutum puanında ve düşünce alt boyutunda cinsiyet değişkenine göre anlamlı farklılık olduğu belirlenmiştir. Ayrıca engellilerle ilgili bir ders alma durumu, engelli bir yakını olma durumu, yaş, sınıf ve eğitim aldıkları bölüm değişkenlerinde anlamlı bir farklılık bulunmamıştır. Nitel bulgulara bakıldığında üniversite öğrencilerinin ürettikleri metaforlar 4 tema altında kategorileştirilmiştir. Bu kategoriler “Eşitlik”, “Başarılı/Mücadeleci”, “Empati/Destek”, “Erişilebilirlik/İmkanlar” olarak belirlenmiştir. Sonuç olarak, hem nitel hem de nicel bulgular sonucunda öğrencilerin özel gereksinimli akranlarına ilişkin olumlu tutuma sahip olduğu bulunmuştur. Bu doğrultuda olumlu tutum puanları, metafor analizindeki bulgularla paralel bir sonuç göstermiştir.

Anahtar Kelimeler

• Üniversite Öğrencisi
• Özel gereksinimli Akran
• Tutum
• Kapsayıcı Eğitim

University Students' Attitudes Towards Their Peers with Special Needs

Öz

This study aimed to determine the level of university students' attitudes toward their peers with special needs and the thoughts in forming these attitudes with metaphors. In this direction, a total of 113 students studying at Bandırma Onyedi Eylül University Faculty of Sport Sciences and different faculties constitute the research study group. Convergent parallel design, one of the mixed research methods, was used in the study. In the study, "Multidimensional Attitude Scale Towards People with Disabilities" was used to obtain quantitative data. The scale consists of 31 items with three sub-dimensions: emotion, thought, and behavior. The qualitative data of the study were collected by completing the sentence "When I see a peer who is a university student with special needs, I am ........., because " In the quantitative findings, it was determined that there was a significant difference in the total attitude score and thought sub-dimension of the scale according to the gender variable. In addition, no significant difference was found in the variables of taking a course on disabilities, having a relative with disabilities, age, grade, and department of education. Considering the qualitative findings, the metaphors produced by university students were categorized under 4 themes. These categories were determined as "Empathy/Support", "Successful/Struggling ", "Accessibility/Opportunities", and "Equality", In conclusion, as a result of both qualitative and quantitative findings, it was found that students had positive attitudes toward their peers with special needs. In this direction, positive attitude scores showed a parallel result with the findings in the metaphor analysis.

Anahtar Kelimeler

• University Student
• Peer with special needs
• Attitude
• Inclusive education

Kaynakça

1. Al-Kandari, H. (2015). High school students’ contact with and attitudes towards persons with ıntellectual and developmental disabilities in kuwait. Australian Social Work, 68(1), 65–83. doi:10.1080/0312407X.2014.946429.
2. Avramidis, E. (2013). Self-concept, social position and social participation of pupils with sen in mainstream primary schools. Research Papers in Education, 28(4), 421–442. doi:10.1080/ 02671522.2012.673006.
3. Baştuğ, Y. E., & Servi, C. (2021). Examining pre-service teachers' attitudes towards individuals with special needs within the framework of their metaphorical perceptions: a mixed design study. E- Kafkas Journal Of Educational Research, 8, 770-787. doi:10.30900/kafkasegt.957732
4. Bek, H., & Başer, H .G. A. (2009). Investigation of classroom teacher candidates' attitudes towards inclusive education. Usak University Journal of Social Sciences, 2(2), 160-168.
5. Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: a review of the literatüre from 1995-2005. Adapted Physical Activity Quarterly, 24(2), 103-124. doi:https://doi.org/10.1123/apaq.24.2.103
6. Bogart, K. R., & Dunn, D. S. (2019). Ableism special issue introduction. Journal of Social Issues, 75(3), 650-664. doi:https://doi.org/10.1111/josi.12354
7. Buell, M. J., Hallam, R., Gamel-McCormick, M., & Scheer, S. (1999). A survey of general and special education teachers' perceptions and inservice needs concerning inclusion. International Journal Of Disability, Development and Education, 46(2), 143-156. doi: https://doi.org/10.1080/103491299100597
8. Cavkaytar, A., & Eripek, S. (2003). Working with families. Special Education, Eskisehir: Anadolu University Publications.

9. Chhabra, S., Bose, K., & Chadha, N. (2018). Early childhood educators’ perspectives and practices about inclusion of children with special needs in botswana. Journal of Research in Childhood Education, 32(2), 234-249. doi: https://doi.org/10.1080/02568543.2018.1425223
10. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
11. Culp, A. G., Rojas-Guyler, L., Vidourek, R. A., & King, K. A. (2017). College students’ self-efficacy, knowledge, and attitudes about disability. American Journal of Health Studies, 32(1). doi: htpps://doi.org/10.47779/ajhs.2017.98
12. de Boer, A., Pijl, S. J., Minnaert, A., & Post, W. (2014). Evaluating the effectiveness of an ıntervention program to ınfluence attitudes of students towards peers with disabilities. Journal of Autism and Developmental Disorders, 44(3), 572–583. doi:10.1007/s10803-013
13. de Boer, A., S. J. Pijl, W. Post, and A. Minnaert. (2013). Peer acceptance and friendships of students with disabilities in general education: The role of child, peer, and classroom variables. Social Development, 22,831–844. doi:10.9507.2012.00670.x.
14. Freer, J. R. R. (2020). Students’ attitudes toward disability: a systematic literature review (2012–2019). Internatıonal Journal Of Inclusıve Educatıon. doi:https://Doi.Org/10.1080/13603116.2020.1866688
15. Gaad, E. (2015). Look who's coming to school: the emirati student voice in an intervention‐based study on inclusion of learners with intellectual disabilities in emirati mainstream government schools. Journal of Research in Special Educational Needs, 15(2), 130-138.doi:https://doi.org/10.1111/1471-3802.12053
16. Gedik, Z., & Toker, H. (2018). University students' attitudes towards people with disabilities and their social favorability levels. Journal of Higher Education and Science, (1), 111-116. doi:10.5961/jhes.2018.253
17. Gözün, Ö., & Yıkmış, A. (2004). The Effectiveness of Informing Prospective Teachers about Inclusion in the Change of Their Attitudes Towards Inclusion. Ankara University Faculty of Educational Sciences Journal of Special Education, 5(2),65-77.
18. Hellmich, F., & Loeper, M. F. (2018) Primary school students’ attitudes and their perceived teacher behavior towards peers with special educational needs. Empirische Sonderpädagogik, 2,151–166. doi: 10.25656/01:16003
19. Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249-266. doi:https://doi.org/10.1080/17408989.2019.1571183
20. Kumaş, Ö. A., & Süer, S. (2020). Prospective teachers' metaphorical perceptions of special education. International Journal of Society Researches, 28(16) doi: 10.26466/opus.676175
21. Lee, O., & Shin, M. (2019). A national online survey of south korean high school students’ understanding of learning disabilities. Learning Disability Quarterly, 42(1), 46–59. doi:10. 1177/0731948718790062.
22. Macmillan, M., Tarrant, M., Abraham, C., & Morris, C. (2014). The association between children’s contact with people with disabilities and their attitudes towards disability: A systematic review. Developmental Medicine and Child Neurology, 56(6), 529–546. doi:10. 1111/dmcn.12326.
23. Magnusson, D. M., Cal, F., & Boissonnault, J. S. (2017). Influence of a short-term disability awareness program on knowledge and attitudes of school-aged children in southern belize: results of a community-university partnership. Physical Therapy, 97(4), 408–416. doi:https://doi.org/10.2522/ptj.20160139
24. McKay, C., Park, J. Y., & Block, M. (2019). Exploring the variables associated with student attitudes toward ınclusion in physical education after taking part in the paralympic school day programme. International Journal of Inclusive Education, 1–19. doi:10.1080/ 13603116.2018.1550117.
25. Ministry of National Education (2021). Special education services regulation. Accessed from http://orgm.meb.gov.tr/www/icerik_goruntule.php?KNO=608 on 1.03.2023.
26. Obrusnikova, I. (2008). Physical educators' beliefs about teaching children with disabilities. Perceptual And Motor Skills, 106(2), 637-644. doi:https://doi.org/10.2466/pms.106.2.637-644
27. Olaleye, A., Ogundele, O., Deji, S., Ajayi, O., Olaleye, O., & Adeyanju, T. (2020). Attitudes of students towards peers with disability in an ınclusiveschool in nigeria. disability, CBR & Inclusive Development, 23(3), 65–75. doi:10.5463/DCID.v23i3.136.
28. Olçay-Gül, S., & Tekin-İftar, E. (2012). The use of social stories for individuals diagnosed with autism spectrum disorder. Ankara University Faculty of Educational Sciences Journal of Special Education, 13(02), 1-24.
29. Oliva Ruiz, P., Gonzalez-Medina, G., Salazar Couso, A., Jiménez Palomares, M., Rodríguez Mansilla, J., Garrido Ardila, E. M., & Merchan Vicente, M. N. (2020). Attitude towards people with disability of nursing and physiotherapy students. Children, 7(10), 191. doi: https://doi.org/10.3390/children7100191
30. Ottoboni, G., Milani, M., Setti, A., Cecillani, A., Chattat, R., & Tessari, A. (2017). An observational study on sport-ınduced modulation of negative attitudes towards disability. PLoS ONE, 12(11),1–12. doi: https://doi.org/10.1371/journal.pone.0187043
31. Özer, D., Baran, F., Aktop, A., Nalbant, S., Ağlamış, E., & Hutzler, Y. (2012). Effects of a special olympics unified sports soccer program on psycho-social attributes of youth with and without ıntellectual disability. Research in Developmental Disabilities, 33(1), 229–239. doi:10.1016/j.ridd.2011.09.011.
32. Özyürek, M. (2013). Changing attitudes towards people with disabilities. Ankara: Kök Publishing.
33. Petry, K. (2018). The relationship between class attitudes towards peers with a disability and peer acceptance, friendship and peer ınteractions of students with a disability in regular secondary schools. European Journal of Special Needs Education, 33(2), 254–268. doi:10. 1080/08856257.2018.1424782.
34. Sahin, H., & Akyol, A. D. (2010). Evaluation of nursing and medical students’ attitudes towards people with disabilities. Journal of Clinical Nursing, 19(15‐16), 2271-2279. Doi:https://doi.org/10.1111/j.1365-2702.2009.03088.x
35. Schwab, S. (2017). The ımpact of contact on students’ attitudes toward peers with disabilities. Research in Developmental Disabilities, 62, 160–165. doi:10.1016/j.ridd.2017.01.015.
36. Shalev-Shwartz, S., Shammah, S., & Shashua, A. (2016). Safe, multi-agent, reinforcement learning for autonomous driving. arXiv preprint arXiv:1610.03295.
37. Specht, J., & Bennett, S. (2013). Some Thoughts on Achieving Inclusive Schooling. In Educational Watch: An Update on Inclusive Education, 4(3), 3.
38. Szumski, G., Smogorzewska, J., & Grygiel, P. (2020). Attitudes of students toward people with disabilities, moral ıdentity and ınclusive education a two level analysis. Research in Developmental Disabilities, 102, 103685. doi: https://doi.org/10.1016/j.ridd.2020.103685
39. Şahbaz, Ü., & Kalay, G. (2010). Determination of pre-service preschool education teachers' views on mainstreaming. Mehmet Akif Ersoy University Faculty of Education Journali, 19, 116-135.
40. Şahin, F., & Güldenoğlu, B. (2013). Engelliler konusunda verilen eğitim programının engellilere yönelik tutumlar üzerindeki etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 214-239.
41. Şahin, H., & Bekir, H. (2016). Determination of university students' attitudes towards the disabled. Turkish Journal of Social Research, 20(3), 767-779.
42. Vignes, C., Godeau, E., Sentenac, M., Coley, N., Navarro, F., Grandjean, H., & Arnaud, C. (2009). Determinants of students’ attitudes towards peers with disabilities. Developmental Medicine & Child Neurology, 51(6),473–479. doi:10.1111/j.1469-8749.2009.03283.x.
43. Yaralı, D. (2015). Investigation of pre-service teachers' attitudes towards individuals with special needs in terms of some variables. Journal of Education Faculty, 17(2), 431-455.
44. Yaralı, D. (2016). Investigation of pre-service teachers' attitudes towards special education course in terms of some variables. Pamukkale University Journal of Institute of Social Sciences, 24, 59-76.