Üniversite Öğrencilerinin Özel Gereksinimli Bireylere Yönelik Tutumlarının İncelenmesi

Öz

Öz: Araştırma spor bilimleri fakültesi öğrencilerinin özel gereksinimi olan bireylere yönelik tutumlarının incelenmesi amacıyla yapılmıştır. Araştırmaya 354 spor bilimleri fakültesi öğrencisi katılmıştır. Veriler kişisel bilgi formu ve Engellilere Yönelik Çok Boyutlu Tutum Ölçeği ile toplanmıştır. Araştırmada betimsel tarama modeli kullanılmıştır. Araştırma verileri Google Formlar uygulaması üzerinden çevirim içi olarak toplanmıştır. Katılımcıların 145’i kadın, 209’u erkekler öğrencilerden oluşmaktadır. Araştırma sonucunda, bölüm değişkeninde Beden Eğitimi ve Spor Öğretmenliği Bölümü (n=148) ve Antrenörlük Eğitimi Bölümü (n=119) katılımcılarının toplam tutum puanlarının Rekreasyon Bölümü (n=87) katılımcılarının puanlarından anlamlı düzeyde yüksek olduğu belirlenmiştir. Özel gereksinimi olan yakını olma ve özel gereksinimi olan bireyler konulu ders alma değişkenleri incelendiğinde özel gereksinimi olan yakını olan (n=37) ve özel gereksinimi olan bireyler konulu ders alan (n=141) katılımcıların tutum puanlarının diğerlerine göre istatistiksel olarak anlamlı düzeyde yüksek olduğu belirlenmiştir. Özel gereksinimi olan bireylere yönelik etkinliklere katılmış olma ve spor eğitimi verme tercihi değişkeninde ise söz konusu etkinliklere katılan (n=157) ve özel gereksinimi olan öğrencilere spor eğitimi vermeyi tercih eden (n=53) katılımcıların davranış alt boyutu tutumlarında istatistiksel olarak anlamlı fark olduğu sonucuna ulaşılmıştır. Bulgular; özellikle özel gereksinimi olan bireyleri konu alan ders alma ve özel gereksinimi olan bireylere yönelik etkinliklere katılımın, özel gereksinimi olan bireylere yönelik olumlu tutuma yol açtığını göstermektedir. Bu doğrultuda üniversitelerde özel gereksinimi olan bireyleri konu alan derslerin arttırılması ve olumlu tutum geliştirme açısından konu ile ilgili farkındalık etkinliklerinin düzenlenmesi önerilir.

Anahtar Kelimeler

• Üniversite öğrencileri
• engelli
• davranış

Etik Beyan

“Üniversite Öğrencilerinin Özel Gereksinimli Bireylere Yönelik Tutumları” başlıklı çalışmanın yazım sürecinde bilimsel kurallara, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir. Gerekli olan etik kurul izinleri Alanya Alaaddin Keykubat Üniversitesi Sosyal ve Beşeri Bilimler Yayın Etiği Kurulu’nun 08.06.2022 tarih ve 2022/03 sayılı toplantısında alınmıştır ve ilgili belge sisteme yüklenmiştir.

Teşekkür

Araştırmaya gönüllü katılım sağlayan üniversite öğrencilerine teşekkürlerimizi sunarız

Öz

Abstract: The study was conducted to examine the attitudes of sport sciences faculty students towards individuals with special needs. A total of 354 sport sciences faculty students (145 female, 209 male) participated in the study. The data were collected with Multidimensional Attitudes Towards People with Disabilities Scale via Google Forms. Descriptive survey model was used in the study. As a result, the total attitude scores of the participants of the Department of Physical Education and Sports Teaching (n=148) and the Department of Coaching Education (n=119) were significantly higher than the scores of the participants of the Department of Recreation (n=87). Moreover, the attitude scores of the participants who had a relative with special needs (n=37) and who took a course on individuals with special needs (n=141) were statistically significantly higher than the others. It was concluded that there was a statistically significant difference in the behavioral sub-dimension attitudes of the participants who participated in these activities (n=157) and those who preferred to provide sports education to students with special needs (n=53). In particular, the findings show that taking courses on individuals with special needs and participating in activities for individuals with special needs may lead to having positive attitudes towards individuals with special needs. In this context, it is recommended to increase the number of courses on individuals with special needs in universities and to organize awareness activities on the subject in terms of developing positive attitudes.

Anahtar Kelimeler

• Collage student
• disability
• behaviour

Kaynakça

1. Ainscow, M. (2001). Desarrollo de escuelas inclusivas: ideas, propuestas y experiencias para mejorar las instituciones escolares (Vol. 84). Narcea Ediciones.
2. Antonak, R., & Livneh, H. (2000). Measurement of attitudes towards persons with disabilities. Disability and Rehabilitation, 22(5), 211-224. https://doi.org/10.1080/096382800296782
3. Bania, T. A., Gianniki, M., Charitaki, G., Giannakoudi, S., Andreas, V. I., Farantou, C., Aliki, V. I., & Billis, E. A. (2023). Attitudes towards people with disabilities across different healthcare undergraduate students: A cluster analysis approach. Physiotherapy Research International, 28(4), e2032. https://doi.org/10.1002/pri.2032
4. Chrzanowska, I. (2019). Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority. Interdisciplinary Context of Special Pedagogy, 25(1), 127-149.
5. Echeita Sarrionandia, G. (2014). Educación para la inclusión o educación sin exclusiones.
6. Emmers, E., Baeyens, D., & Petry, K. (2021). The subjective norm and attitudes of preservice teachers toward pupils with a disability: An experiment based on the cognitive dissonance theory. Australasian Journal of Special and Inclusive Education, 45(1), 49-61. https://doi.org/10.1017/jsi.2020.18
7. Favazza, P. C., Phillipsen, L., & Kumar, P. (2000). Measuring and promoting acceptance of young children with disabilities. Exceptional Children, 66(4), 491-508. https://doi.org/10.1177/001440290006600404
8. Findler, L., Vilchinsky, N., & Werner, S. (2007). The multidimensional attitudes scale toward persons with disabilities (MAS) construction and validation. Rehabilitation Counseling Bulletin, 50(3), 166-176. https://doi.org/10.1177/00343552070500030401

9. George, D. ve Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10a ed.) Boston: Pearson.
10. Grace O. Vincent-Onabajo, Wasinda S. Malgwi, (2015). Attitude of physiotherapy students in Nigeria toward persons with disability. Disability and Health Journal, 8(1), 102-108. https://doi.org/10.1016/j.dhjo.2014.06.009
11. Gün, E. (2021). Beden eğitimi ve spor öğretmen adaylarının zihinsel engelli çocuklara yönelik tutumlarının incelenmesi (Malatya İli Örneği). [Yayımlanmış Yüksek Lisans Tezi]. Malatya İnönü Üniversitesi.
12. Hosford, S., & O'Sullivan, S. (2016). A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion. International Journal of Inclusive Education, 20(6), 604-621. https://doi.org/10.1080/13603116.2015.1102339
13. 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. https://doi.org/10.1080/17408989.2019.1571183
14. Ijadunola, M., Akinyemi, P., Olowookere, O., Olotu, O., Goodman, O., Ogundiran, A., & Ijadunola, K. (2022). Addressing inclusiveness in tertiary co-education: Attitude of undergraduate and academic staff towards students with disabilities in a South-West Nigerian University. International Journal of Disability, Development and Education, 69(1), 47-60. https://doi.org/10.1080/1034912X.2021.2016658
15. Keskinkılıç, K., Yazıcı, A. G., & Yılmaz, A. (2023). Beden eğitimi ve spor ile özel eğitim bölümü öğretmen adaylarının özel gereksinimli bireylere yönelik duygusal mesafelerinin incelenmesi. Akdeniz Spor Bilimleri Dergisi, 6(1-Cumhuriyet'in 100. Yılı Özel Sayısı), 320-334. https://doi.org/10.38021/asbid.1298002
16. Kowalski, E. M., & Rizzo, T. L. (1996). Factors influencing preservice student attitudes toward individuals with disabilities. Adapted Physical Activity Quarterly, 13(2), 180-196. https://doi.org/10.1123/apaq.13.2.180
17. Kürkçüoğlu, I., Ergan, M., Alsını, T. G. E., Keskin, T., Alsını, A. M., & Başkurt, F. (2021). Diş hekimliği öğrencilerinin engellilere yönelik tutumlarının belirlenmesi. Medical Journal of Süleyman Demirel University, 28(3), 433-440. https://doi.org/10.17343/sdutfd.903561
18. Lafuente-Fons, I., Sarrió-Andrés , C., Capllonch Bujosa, M., & Teixidó-Vives, C. (2023). Jornadas deportivas sensibilizadoras. Una herramienta para la inclusión. Revista Electrónica Interuniversitaria de Formación del Profesorado, 26(3), 89–102. https://doi.org/10.6018/reifop.574651
19. Laws, G., & Kelly, E. (2005). The attitudes and friendship intentions of children in United Kingdom mainstream schools towards peers with physical or intellectual disabilities. International Journal of Disability, Development and Education, 52(2), 79–99. https://doi.org/10.1080/10349120500086298
20. Lewis, S., & Stenfert‐Kroese, B. (2010). An investigation of nursing staff attitudes and emotional reactions towards patients with intellectual disability in a general hospital setting. Journal of Applied Research in Intellectual Disabilities, 23(4), 355-365. https://doi.org/10.1111/j.1468-3148.2009.00542.x
21. Longley, J. M., & Craigo, L. (2023). Exploration of preservice teacher attitudes towards disability. Community College Journal of Research and Practice, 47(1), 53-68. https://doi.org/10.1080/10668926.2021.1927884
22. Magnusson, D. M., F. Cal, and J. S. Boissonnault. (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. https://doi.org/10.2522/ptj.20160139
23. Martin, K., & Kudláček, M. (2010). Attıtudes of pre-servıce teachers in An Australıan Unıversıty towards inclusion of students with physical disabilities in general physıcal education programs. European Journal of Adapted Physical Activity, 3(1), 30-48. https://doi.org/10.5507/euj.2010.003
24. McConkey, R. (2016). Sports and intellectual disability: A clash of cultures?. Advances in Mental Health and Intellectual Disabilities, 10(5), 293-298. https://doi.org/10.1108/AMHID-08-2016-0019
25. McKay, C., J. Y. Park, and M. Block (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, 25(3). https://doi.org/10.1080/13603116.2018.1550117.
26. Nalbant, S. (2018). Spor yoluyla farkındalık gelişimi etkinliğinin özel gereksinimli bireylere yönelik tutuma etkisi . İstanbul Üniversitesi Spor Bilimleri Dergisi, 8(1), 24-36.
27. Nunnally, J. C. (1978). An overview of psychological measurement. Clinical diagnosis of mental disorders: A handbook, 97-146.
28. Olaleye, A., O. Ogundele, S. Deji, O. Ajayi, O. Olaleye, and T. Adeyanju (2020). Attitudes of students towards peers with disability in an ınclusive school in Nigeria. Disability, CBR& Inclusive Development, 23(3), 65–75. https://doi.org/10.5463/dcid.v23i3.136
29. Parrilla, A. (2008). El desarrollo local e institucional de proyectos educativos inclusivos. Perspect. CEP, 14, 17–31.
30. Pearce, M. (2009). The inclusive secondary school teacher in Australia. International Journal of Whole Schooling, 5(2), 1–15.
31. Pearce, M., Gray, J., & Campbell-Evans, G. (2009). The inclusive secondary teacher: The leaders’ perspective. Australian Journal of Teacher Education, 34(6). https://doi.org/10.14221/ajte.2009v34n6.7
32. Reina, R., Haegele, J. A., Pérez-Torralba, A., Carbonell-Hernández, L., & Roldan, A. (2021). The influence of a teacher-designed and-implemented disability awareness programme on the attitudes of students toward inclusion. European Physical Education Review, 27(4), 837-853. https://doi.org/10.1177/1356336X21999400
33. Reina, R., Lopez, V., Jimenez, M., Garcia-Calvo, T., & Hutzler, Y. (2011). Effects of awareness interventions on children’s attitudes toward peers with a visual impairment. International Journal of Rehabilitiation Research, 34(3), 243–248. https://doi.org/10.1097/MRR.0b013e3283487f49
34. Rello, C. F., & Garoz, I. (2014). Actividad físico-deportiva en programas de cambio de actitudes hacia la discapacidad en edad escolar: Una revisión de la literatura. CCD Cultura Ciencia Deporte, 9(27), 199–210. https://doi.org/10.12800/ccd.v9i27.462
35. Rillotta, F., & Nettelbeck, T. E. D. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual and Developmental Disability, 32(1), 19-27. https://doi.org/10.1080/13668250701194042
36. Roca-Hurtuna, M., & Sanz-Ponce, R. (2023). The perception of university students towards people with disabilities and their labor ınsertion. Education Sciences, 13(1), 79. https://doi.org/10.3390/educsci13010079
37. Roca-Hurtuna, M., Martínez-Rico, G., Sanz, R., & Alguacil, M. (2021). Attitudes and work expectations of university students towards disability: Implementation of a training programme. International Journal of Instruction, 14(2), 1-10. . https://doi.org/10.29333/iji.2021.1421a
38. Rojo-Ramos, J., Vega-Muñoz, A., Contreras-Barraza, N., & Barrios-Fernandez, S. (2022). Female and rural school students show more positive attitudes toward disability during physical education lessons. International Journal of Environmental Research and Public Health, 19(10), 5881. https://doi.org/10.3390/ijerph19105881
39. Sansi A, Ünal K, & Nalbant S. (2019). The effect of awareness program on attitudes of peers towards children with special needs. Research in Sports Science, 9(2), 31-4. https://doi.org/10.5152/rss.2019.0001
40. Santilli, S., Ginevra, M. C., & Nota, L. (2023). Colleagues’ work attitudes towards employees with disability. European Journal of Investigation in Health, Psychology and Education, 13(1), 130-140. https://doi.org/10.3390/ejihpe13010009
41. Sharma, U., & Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of Teacher Education, 44(2), 142-155. https://doi.org/10.1080/1359866X.2015.1081672
42. Swaim, K. F., & Morgan, S. B. (2001). Children’s attitudes and behavioral intentions toward a peer with autistic behaviors: Does a brief educational intervention have an effect? Journal of Autism and Developmental Disorders, 31(2), 195–205.
43. Tavşancıl, E. (2006). Tutumların Ölçülmesi ve SPSS ile Veri Analizi. Nobel Yayın
44. UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCO.
45. Vilchinsky, N., & Findler, L. (2004). Attitudes toward israel’s equal rights for people with disabilities law: A multiperspective approach. Rehabilitation Psychology, 49(4), 309–316. https://doi.org/10.1037/0090-5550.49.4.309
46. Yaşın, İ. & İlhan, L. (2021). Beden eğitimi öğretmenlerinin zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum profilleri. Herkes için Spor ve Rekreasyon Dergisi, 3(1), 30-35.
47. Yelpaze, İ. & Türküm, A. (2018). Adaptation and validation of Turkey version of multidimensional attitudestoward persons with disabilities. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(14), 167-187. https://doi.org/10.26466/opus.377906
48. Yin, R. K., Clarke, C., Cotner, B., & Lee, R. (2012). Case study methods. In Handbook of Complementary Methods in Education Research (pp. 111-122). Routledge.