Türkiye'den Kapsayıcı Eğitim Literatürüne Katkılar: Bibliyometrik ve Sosyal Ağ Analizi

Öz

Bu çalışmanın amacı, Web of Science atıf dizininde listelenen kapsayıcı eğitimle ilgili Türk eğitim araştırmalarının eğilimlerini bibliyometrik ölçümlere dayalı olarak belirlemektir. Araştırma bibliyometrik paradigmaya uygun olarak yürütülmüştür. Çalışmanın kapsamını Web of Science’ta dizinlenen Türkçe adresli 613 eğitim araştırması oluşturmaktadır. Elde edilen verilerin analizinde bibliyometrik ölçütler kullanılmıştır. Araştırma sonucunda ilk yayınların 2004 yılında üretildiği, en yüksek yayın sayısına 2021 yılında ulaşıldığı, yıllar içinde yayın sayılarında dalgalanmalar olsa da istikrarlı bir artış olduğu ve atıf sayılarının da benzer bir eğilimle arttığı görülmüştür. En üretken yazar Hatice Bakkaloğlu, en üretken kurum ise Anadolu Üniversitesidir. En çok makale yayımlayan dergi Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi’dir. Trend olan konu alanları engelliler, otizm, fen eğitimi ve öğretmen eğitimidir. En çok atıf alan yayın ise “Bringing everyone on the same journey: Revisiting inclusion in higher education”dur. En çok vurgulanan anahtar kavramlar; kaynaştırma, özel gereksinimli öğrenciler, kapsayıcı eğitim, meta-analiz, yükseköğretim, zihinsel engellilik ve tutumdur. Popüler anahtar kelimeler ise uzaktan eğitim, zihinsel engellilik, otizm spektrum bozukluğu, öğrenme güçlüğü, sosyal kabul ve mobil öğrenmedir. En sık atıf yapılan dergi International Journal of Inclusive Education, yazar ise Nimet Bülbin Sucuoğlu’dur.

Anahtar Kelimeler

• Kapsayıcılık
• kapsayıcı eğitim
• bibliyometri
• bibliyometrik analiz
• sosyal ağ analizi

Contributions to Inclusive Education Literature from Türkiye: A Bibliometric and Social Network Analysis

Öz

The aim of this study is to determine the trends of Turkish educational research on inclusive education listed in the Web of Science citation index based on bibliometric measures. The research was conducted in accordance with the bibliometric paradigm. The scope of the study consisted of 613 educational researches with Turkish addresses indexed in Web of Science. Bibliometric criteria were used to analyze the data obtained. As a result of the research, the first publications were produced in 2004, the highest number of publications was reached in 2021, although there were fluctuations in the number of publications over the years, there was a steady increase and the number of citations increased in a similar trend. The most productive author is Hatice Bakkaloğlu and the most productive institution is Anadolu University. The journal that publishes the most articles is Ankara University Faculty of Educational Sciences Journal of Special Education. The trending subject areas are disabilities, autism, science education and teacher education. The most cited publication is “Bringing everyone on the same journey: Revisiting inclusion in higher education”. The most emphasized key concepts are inclusion, students with special needs, inclusive education, meta-analysis, higher education, intellectual disability and attitude. Popular keywords are distance education, intellectual disability, autism spectrum disorder, learning disabilities, social acceptance and mobile learning. The most frequently cited journal is International Journal of Inclusive Education and the author is Nimet Bülbin Sucuoğlu.

Anahtar Kelimeler

• Inclusion
• inclusive education
• bibliometrics
• bibliometric analysis
• social network analysis

Kaynakça

1. Abbak Kaçar, B. S. & Deretarla Gül, E. (2024). Peer-mediated education and autism spectrum disorder (ASD) in preschool inclusive programs: The power of games. Early Years, 1-15. https://doi.org/10.1080/09575146.2024.2349756
2. Aguilar-Gallegos, N., Klerkx, L., Romero-García, L. E., Martínez-González, E. G. & Aguilar-Ávila, J. (2022). Social network analysis of spreading and exchanging information on Twitter: The case of an agricultural research and education centre in Mexico. The Journal of Agricultural Education and Extension, 28(1), 115-136.
3. Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49, 123-134.
4. Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H. & İşcen, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 54, 39-60.
5. Al Husaeni, D. N., Nandiyanto, A. B. D., & Maryanti, R. (2023). Bibliometric analysis of special needs education keyword using VOSviewer indexed by Google Scholar. Indonesian Journal of Community and Special Needs Education, 3(1), 1-10.
6. Al, U., Sezen, U. & Soydal, İ. (2012). Hacettepe Üniversitesi bilimsel yayınlarının sosyal ağ analizi yöntemiyle değerlendirilmesi. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 29(1), 53-71.
7. Alsharif, A. H., Salleh, N. Z. M., Baharun, R. & Alharthi, R. H. E. (2021). Neuromarketing research in the last five years: A bibliometric analysis. Cogent Business & Management, 8(1), 1-26. https://doi.org/10.1080/23311975.2021.1978620
8. Armstrong, F. (2007). Inclusive education. In G. Richards & F. Armstrong (Eds.), Key issues for teaching assistants (pp. 17-28). Routledge.

9. Barton, L. (2003). Inclusive education and teacher education. Institute of Education, University of London.
10. Başaran, S. D. (2020). Suriyeli mülteci öğrencilerin öğretmeni olmak: Öğretmenlerin okul deneyimleri [Being a teacher of Syrian refugee students: Teachers’ school experiences]. Education and Science, 46(206), 331-354.
11. Başpınar, S. & Sönmez, N. (2021). Okul öncesi öğretmen adaylarının kaynaştırmaya yönelik öz-yeterlik algılarının incelenmesi [Investigation of pre-service preschool teachers’ self-efficacy perceptions towards inclusion]. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(4), 921-943. https://doi.org/10.21565/-ozelegitimdergisi.-799776
12. Borgatti, S. P. (2006). Identifying sets of key players in a social network. Computational & Mathematical Organization Theory, 12, 21-34.
13. Burningham, O., Chen, A., Genovesi, E., Belay, W., Ahmed, I., Ayele, M., ... & Hoekstra, R. A. (2024). Inclusive education for children with developmental disabilities in Ethiopia: Stakeholder views on benefits, disadvantages and priorities for action. Journal of Autism and Developmental Disorders, 55(4), 1-16. https://doi.org/10.1007/s10803-024-06549-2
14. Camacho, D., Panizo-LLedot, A., Bello-Orgaz, G., Gonzalez-Pardo, A. & Cambria, E. (2020). The four dimensions of social network analysis: An overview of research methods, applications, and software tools. Information Fusion, 63, 88-120.
15. Collins, A., Azmat, F. & Rentschler, R. (2019). Bringing everyone on the same journey’: Revisiting inclusion in higher education. Studies in Higher Education, 44(8), 1475-1487, DOI: 10.1080/03075079.2018.1450852
16. Comarú, M. W., Lopes, R. M., Braga, L. A. M., Batista Mota, F. & Galvão, C. (2021). A bibliometric and descriptive analysis of inclusive education in science education. Studies in Science Education, 57(2), 241-263.
17. Coşkun, Y. D., Tosun, Ü. & Macaroğlu, E. (2009). Classroom teachers styles of using and development materials of inclusive education. Procedia-Social and Behavioral Sciences, 1(1), 2758-2762.
18. Çakıroğlu, O. & Melekoğlu, M. A. (2013). Statistical trends and developments within inclusive education in Turkey. International Journal of Inclusive Education, 18(8), 798-808. https://doi.org/10.1080/13603116.2013.836573
19. Deng, M. & Zhu, X. (2016). Special education reform towards inclusive education: Blurring or expanding boundaries of special and regular education in China. Journal of Research in Special Educational Needs, 16(1), 994-998. https://doi.org/10.1111/1471-3802.12244
20. Diken, İ. H. & Sucuoğlu, B. (1999). Sınıfında zihinsel engelli bulunan ve bulunmayan sınıf öğretmenlerinin zihin engelli çocukların kaynaştırılmasına yönelik tutumlarının karşılaştırılması [Comparison of the attitudes of classroom teachers with and without intellectual disabilities towards inclusion of children with intellectual disabilities]. Ankara University Faculty of Educational Sciences Journal of Special Education, 2(3), 26-34.
21. Donthu, N., Kumar, S., Mukherjee, D., Pandey, N. & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296.
22. Durland, M. M. & Fredericks, K. A. (2006). Introduction to social network analysis. New Directions for Evaluation, 107, 5-13.
23. Elmacı, E. & Karaaslan, Ö. (2021). Kaynaştırma uygulamalarından yararlanan otizm spektrum bozukluğu olan 7. sınıf öğrencilerine fen bilgisi deneylerinin öğretiminde video destekli resimli etkinlik çizelgesinin etkililiği. Eğitim ve Bilim, 46(207), 203-230.
24. Freeman, L. C. (2004). The development of social network analysis: A study in the sociology of science. Empirical Press.
25. Gökdere, M. (2012). A comparative study of the attitude, concern, and interaction levels of elementary school teachers and teacher candidates towards inclusive education. Educational Sciences: Theory and Practice, 12(4), 2800-2806.
26. Göktepe, A. O. (2024). COVİD-19’un özel eğitim üzerindeki etkilerine ilişkin bibliyometrik bir araştırma. Yönetim Bilimleri Dergisi, 22(54), 2402-2422.
27. Gün, N. & Zorluoğlu, S. L. (2024). Perceptions of science teachers towards some concepts related to inclusive education: Metaphor study. Ankara University Faculty of Educational Sciences Journal of Special Education, 25(2), 173-189. https://doi.org/10.21565/-ozelegitimdergisi.1142885
28. HabibAgahi, M. R., Kermani, M. A. M. A., & Maghsoudi, M. (2022). On the co-authorship network analysis in the process mining research community: A social network analysis perspective. Expert Systems with Applications, 206, 117853.
29. Hicks, D., Cavanagh, M. F. & VanScoy, A. (2020). Social network analysis: A methodological approach for understanding public libraries and their communities. Library & Information Science Research, 42(3), 101029.
30. Hyassat, M., Al-Bakar, A., Al-Makahleh, A. & al-Zyoud, N. (2024). Special education teachers’ perceptions of parental involvement in inclusive education. Education Sciences, 14(3), 294.
31. İlik, Ş. Ş. & Sarı, H. (2017). The training program for individualized education programs (IEPs): Its effect on how inclusive education teachers perceive their competencies in devising IEPs. Educational Sciences: Theory & Practice, 17, 1547-1572. http://dx.doi.org/10.12738/estp.2017.5.0424
32. Jardinez, M. J. & Natividad, L. R. (2024). The advantages and challenges of inclusive education: Striving for equity in the classroom. Shanlax International Journal of Education, 12(2), 57-65. https://doi.org/10.34293/ education.v12i2.7182
33. Kartal, E., Onbaşı, S. İ. & İlhan, E. L. (2024). Examining the Relationship between self-efficacy and cognitive flexibility of physical education and sports teachers towards inclusive education. Ankara University Faculty of Educational Sciences Journal of Special Education, 25(2), 141-154. https://doi.org/10.21565/ozelegitimdergisi.1150882
34. Leana-Taşcılar, M. Z. (2024). Bibliometrik analysis of educational research about twice exceptional students. Trakya Journal of Education, 14(3), 1764-1779.
35. Lim, W. M. & Kumar, S. (2024). Guidelines for interpreting the results of bibliometric analysis: A sensemaking approach. Global Business and Organizational Excellence, 43(2), 17-26.
36. Lim, W. M., Kumar, S. & Donthu, N. (2024). How to combine and clean bibliometric data and use bibliometric tools synergistically: Guidelines using metaverse research. Journal of Business Research, 182, 114760.
37. Loreman, T., Deppeler, J. & Harvey, D. (2011). Inclusive education: Supporting diversity in the classroom. Crows Nest, Australia: Allen & Unwin.
38. Messiou, K. (2017). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159.
39. Methlagl, M. (2022). Mapping inclusive education 1980 to 2019: A bibliometric analysis of thematic clusters and research directions. Issues in Educational Research, 32(1), 225-247.
40. Monsen, J., Ewing, D. & Kwoka, M. (2014). Teacher` attitudes towards inclusion, perceived adequacy of support and classroom learning environement. Learning Environement Review, 17, 113-126.
41. Moriña, A. (2019). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32(1), 3-17. https://doi.org/10.1080/-08856257.2016.1254964
42. Nurjanah, S., Sultan, J., Martaputri, N. A., Aisyah, S. & Seran, D. A. S. F. (2024, June). Mapping the trends of inclusive education research based on Scopus database: 2019-2024. In Proceeding of International Conference on Special Education in South East Asia Region, 3(1), 489-512.
43. Olçay-Gül, S. & Vuran, S. (2015). Normal sınıflara devam eden özel gereksinimli öğrencilerin kaynaştırma uygulamasına ilişkin görüşleri ve karşılaştıkları sorunlar [Opinions of students with special needs attending regular classes about mainstreaming and the problems they face]. Education and Science, 40(180), 169-195.
44. Palaz, T., Kılıçoğlu, G., Kılcan, T. & Erbaş, S. (2023). Kapsayıcı eğitim alanında yapılan araştırmalara yönelik bir inceleme [A review of research on inclusive education]. Gazi University Gazi Faculty of Education Journal, 43(3), 2407-2443.
45. Paramanik, N., Barman, P. & Barman, P. (2018). Attitude of secondary school teachers towards inclusive education. International Journal of Research in Social Sciences, 8(7), 750-765.
46. Passas, I. (2024). Bibliometric analysis: The main steps. Encyclopedia, 4, 1014-1025.
47. Pérez-Gutiérrez, M., Castanedo-Alonso, J. M., Salceda-Mesa, M. & Cobo-Corrales, C. (2023). Scientific production on inclusive education and physical education: A bibliometric analysis. International Journal of Inclusive Education, 27(14), 1679-1695.
48. Peters, J. (1999). What is Inclusion?. The Review: A Journal of Undergraduate Student Research, 2(1), 15-21.
49. Rakap, S., Parlak-Rakap, A. & Aydın, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223-1237.
50. Rawat, R., Mahor, V., Chirgaiya, S. & Rathore, A. S. (2021). Applications of social network analysis to managing the investigation of suspicious activities in social media platforms. In K. Daimi & C. Peoples (Eds.), Advances in Cybersecurity Management (pp. 315-335). Springer International Publishing.
51. Rehn, C., Gornitzki, C., Larsson, A. & Wadskog, D. (2014). Bibliometric handbook for Karolinska Institutet. Karolinska Institutet University Library Publications.
52. Saka, D. & Çelik, S. (2022). Inclusion teacher qualifications as a basis for refugee education: A framework review according to views of Turkish teachers. Education and Science, 47(209), 357-380.
53. Sakız, H. (2017). Students with learning disabilities within the context of inclusive education: Issues of identification and school management. International Journal of Inclusive Education, 22(3), 285-305. https://doi.org/10.1080/13603116.2017.1363302
54. Sarı, H., Çeliköz, N. & Seçer, Z. (2009). An analysis of pre-school teachers’ and student teachers’ attitudes to inclusion and their self-efficacy. International Journal of Special Education, 24(3), 29-44.
55. Schmidt, M. & Vrhovnic, K. (2015). Attitudes of teachers towards the inclusion of children with special needs in primary and secondary school. Hrvatska revija za rehabilitacijka istrazivanja, 51, 16-30.
56. Scott J. (2000). Social network analysis: A handbook. Sage Publications.
57. Shutaleva, A., Martyushev, N., Nikonova, Z., Savchenko, I., Kukartsev, V., Tynchenko, V. & Tynchenko, Y. (2023). Sustainability of inclusive education in schools and higher education: Teachers and students with special educational needs. Sustainability, 15, 3011. https://doi.org/10.3390/su15043011
58. Slee, R. (2018). Defining the scope of inclusive education. United Nations Educational, Scientific and Cultural Organization.
59. Stubbs, S. (2008). Inclusive education. The Atlas Alliance.
60. Sucuoğlu, B. & Kargın, T. (2006). İlköğretimde kaynaştırma uygulamaları: Yaklaşımlar, yöntemler, teknikler [Inclusion practices in primary education: Approaches, methods, techniques]. Morpa Kültür Yayınları.
61. Sucuoğlu, B. & Özokçu, O. (2005). Kaynaştırma öğrencilerinin sosyal becerilerinin değerlendirilmesi [Assessment of social skills of inclusion students]. Ankara University Faculty of Educational Sciences Journal of Special Education, 6(1), 41-65. https://doi.org/10.1501/Ozlegt_0000000086
62. Sucuoğlu, B. (2004). Türkiye’de kaynaştırma uygulamaları: Yayınlar/araştırmalar (1980-2005) [Inclusion practices in Turkey: Publications/research (1980-2005)]. Ankara University Faculty of Educational Sciences Journal of Special Education, 5(2), 15-23.
63. Sucuoğlu, B., Bakkaloğlu, H., İşcen Karasu, F., Demir, Ş., & Akalın, S. (2014). Preschool teachers’ knowledge levels about inclusion. Educational Sciences: Theory and Practice, 14(4), 1477-1483.
64. Sucuoğlu, B., Bakkaloğlu, H., Karasu, F. İ., Demir, Ş. & Akalın, S. (2013). Inclusive preschool teachers: Their attitudes and knowledge about inclusion. International Journal of Early Childhood Special Education, 5(2), 107-128.
65. Şimşek, Ü. & Kılcan, B. (2019). Inclusive education through the eyes of teachers. International Journal of Psychology and Educational Studies, 6(3), 27-37.
66. Thomas, G. & Vaughan, M. (2004). Inclusive education: Readings and reflections. Open University Press.
67. Tosun, C. (2022). Bibliometric and content analyses of articles related to science education for special education students. International Journal of Disability, Development and Education, 69(1), 352-369.
68. Tsai, H. L. & Wu, J. F. (2024). Bibliometric analysis of worldwide trends in inclusive education publications on the Web of Science (WoS) Database (1999-2018). International Journal of Disability, Development and Education, 71(7), 1020-1043.
69. Valeri, M. & Baggio, R. (2021). Italian tourism intermediaries: A social network analysis exploration. Current Issues in Tourism, 24(9), 1270-1283.
70. Van Mieghem, A., Verschueren, K., Petry, K. & Struyf, E. (2018). An analysis of research on inclusive education: A systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689. https://doi.org/10.1080/13603116.2018.1482012.
71. Wasserman, S. & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge University Press.
72. Yarımkaya, E. & Rizzo, T. L. (2020). Beliefs and attitudes of Turkish physical educators toward teaching students with disabilities in inclusive physical education classes. Palaestra, 34(4), 27-36.
73. Yıldırım Hacıibrahimoğlu, B. & Ustaoğlu, A. (2020). The acceptance of Turkish kindergarten children toward children with disabilities. European Early Childhood Education Research Journal, 28(3), 391-412. https://doi.org/10.1080/1350293X.2020.1755497
74. Yıldız, N. G., Köse, H. & Akın, E. (2022). Classroom management: Significance in inclusive education, current problems and proposed solutions. Ankara University Faculty of Educational Sciences Journal of Special Education, 23(3), 699-720.
75. Yılmaz, K. (2021). Sosyal bilimlerde ve eğitim bilimlerinde sistematik derleme, meta değerlendirme ve bibliyometrik analizler [Systematic review, meta evaluation, and bibliometric analysis in social sciences and educational sciences]. Manas Sosyal Araştırmalar Dergisi, 10(2), 1457-1490.
76. Zupic, I. & Cater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472.