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Beden Eğitimi Öğretmenlerinin Özel Gereksinimli Öğrencilere Yönelik Tutumları

Yıl 2018, Cilt: 10 Sayı: 2, 113 - 121, 01.09.2018
https://doi.org/10.30655/besad.2018.9

Öz

Beden eğitimi öğretmenlerinin özel gereksinimli öğrencilere yönelik tutumları konusunda ulusal ve uluslararası alandaki alan yazını değerlendirmek amacı ile yapılan bu çalışmada, beden eğitimi öğretmen adaylarının, üniversite eğitimi sürecinde aldıkları eğitimin, uygulamadan çok teoriye dayalı olmasından ve mesleki hazırlık sürecinde özel gereksinimli öğrenciyi öğretme deneyimlerinin olmamasından dolayı öğretme konusunda istekli olmalarına rağmen mesleki başarısızlık kaygısı ve öğretmeye hazır olmadıklarını hissettikleri için tutumlarının kararsız ve karmaşık olduğu sonucuna ulaşılmıştır. Buradan yola çıkarak beden eğitimi öğretmenliğine hazırlanma sürecinde aldıkları uyarlanmış beden eğitimi ve spor ile özel eğitim derslerinin olumlu tutum gelişimine beklenen katkıyı istendik düzeyde yapmadığı söylenebilir. Bu sonuçlar beden eğitimi öğretmeni yetiştirme programının özel gereksinimli bireylere yönelik olumlu tutum gelişimini sağlama açısından yeniden gözden geçirilmesini gerektirmektedir

Kaynakça

  • Acak, M., Karakaya, Y. E., Tan, Ç., & Coşkuner, Z. (2016). Engellilerde egzersiz ve spor eğitimi bölümü öğrencilerinin engellilere yönelik tutumlarının incelenmesi. Electronic Turkish Studies, 11(19).
  • Akbuğa, B., & Gürsel, F. (2007). Bilgilendirme Yoluyla Beden Eğitimi Spor Yüksekokulu öğrencilerinin engelli bireye yönelik değişen tutumları. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 5(1), 5-8.
  • Ammah, J., & S. Hodge. (2005). Secondary physical education teachers’ beliefs and practices in teaching students with severe disabilities: A descriptive analysis. The High School Journal 89, no. 2: 40 –55
  • Arslan, Fethi. (2015). Examination of Physical Education Teacher Candidates’ Attitudes towards Individuals with Physical Disability by Visual Information, The Anthropologist, 21:1-2, 197-201, DOI: 10.1080/09720073.2015.11891808
  • Beamer, J. A., & Yun, J. (2014). Physical educators’ beliefs and self-reported behaviors toward including students with autism spectrum disorder. Adapted Physical Activity Quarterly, 31(4), 362-376. Birleşmiş Milletler Çocuk Hakları Sözleşmesi (1989) http://cocukhaklari.barobirlik.org.tr/dokuman/mevzuat_uamevzuat/birlesmismilletler.pdf tarihinde erişim sağlanmıştır. 18.09.2018 Birleşmiş Milletler Engelli Bireylerin Hakları Sözleşme (2006) erişim http://www.resmigazete.gov.tr/eskiler/2009/07/20090714-1.htm sağlanmıştır. 18.09.2018 tarihinde
  • Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly, 24(2), 103-124.
  • Coates, J., & Vickerman, P. (2008). Let the children have their say: A review of children with special educational needs experiences of Physical Education, Support for Learning, 23(4), 168-175
  • Dart, G. (2007). Provision for Learners with Special Educational Needs in Botswana: A Situational Analysis. International Journal of Special Education, 22(2), 56-66.
  • Doulkeridou, A., Evaggelinou, C., & Mouratidou, K. (2011). Attitudes of Greek physical education teachers towards inclusion of students with disabilities in physical education classes. International Journal of Special Education 26(1): 1–11
  • Eğitim Reformu Girişimi 10. Eğitim İzleme Raporu (2016-2017) http://www.egitimreformugirisimi.org/wp- content/uploads/2017/03/EIR2016 17_12.10.17.web-1.pdf 18.09.2018 tarihinde erişim sağlanmıştır
  • Fejgin, N., Talmor, R., & Erlich, I. (2005). Inclusion and burnout in physical education. European Physical Education Review 11(1): 29–50.
  • Folsom-Meek, SL & Rizzo, TL. (2002). Validating the physical educators’ attitude toward teaching individuals with disabilities III (PEATID III) survey for future professionals. Adapted Physical Activity Quarterly 19(2): 141–154.
  • Goodwin, D. L., & Watkinson, E. J. (2000). Inclusive physical education from the perspective of students with physical disabilities. Adapted Physical Activity Quarterly, 17, 144-160
  • Gürsel, F. (2006). Engelliler için beden eğitimi ve spor dersinin öğrencilerin engellilere yönelik tutumlarına etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(31).
  • Hardin, B. (2005). Physical education teachers’ reflections on preparation for inclusion. The Physical Educator 62(1): 44–56
  • Hodge, S., Ammah, JOA., & Casebolt K. (2004). High school general physical education teachers’ behaviors and beliefs associated with inclusion. Sport, Education and Society 9(3): 395–419.
  • Hodge, S., Ammah, JOA., & Casebolt K. (2009). A diversity of voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities. International Journal of Disability, Development and Education 56(4): 401–419
  • Karaçam, M. Ş., & Koca, C. (2012). Preservice Physical Education Teachers’ Awareness of Multiculturalism. Hacettepe Journal of Sport Science 23(3), 89-103.
  • Kırcaali-İftar, G. (1992). Özel eğitimde kaynaştırma. Eğitim ve Bilim, 16(86), 45-50.
  • Kırımoğlu, H., Dallı, M., Yılmaz, A., & Say, M. (2017). Öğretmen adaylarının zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum düzeylerinin incelenmesi (Muğla Sıtkı Koçman Üniversitesi örneği). Journal of Human Sciences, 14(4), 3116-3125. doi:10.14687/jhs.v14i4.4670
  • Kuyini, A. B., & Mangope, B. (2011). Student Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswana. International Journal of whole schooling, 7(1), 20-37.
  • LaMasfer, K., Kinchin, G., Gall, K., & Siedentop, D. (1998). Inclusion practices of effective elementary specialists. Adapted Physical Activity Quarterly, 15(1), 64-81.
  • Lerner, J.W., Lowenthal, B., & Egan, R.W. (2003). Preschool children with special needs: Children at risk and children with disabilities. Boston: Allyn & Bacon.
  • Lieberman, L. J., Houston-Wilson, C., & Kozub, F. M. (2002). Perceived barriers to including students with visual impairments in general physical education. Adapted Physical Activity Quarterly, 19(3), 364-377.
  • Lienert, C., Sherrill, C., & Myers, B. (2001). Physical educators’ concerns about integrating children with disabilities: A cross-cultural comparison. Adapted Physical Activity Quarterly, 18(1), 1-17.
  • Meegan, S., Casebolt, K., & MacPhail, A. (2006). Irish physical educators’ attitude toward teaching students with special educational needs. European Physical Education Review 12(1): 75–97.
  • Mittler, P. (2003). Meeting the needs of people with an intellectual disability: international perspectives’ in S Herr, L Gostin, and H Hongju Koh (eds) The Human Rights of Persons with Intellectual Disabilities; Different But Equal. Oxford ve New York: Oxford University Press, p 25, 28.
  • Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive physical education: Teachers’ views of including pupils with special educational needs and/or disabilities in physical education. European Physical Education Review, 11(1), 84-107.
  • Obrusnikova, I. (2008). Physical educators' beliefs about teaching children with disabilities. Perceptual and Motor Skills, 106(2), 637-644.
  • Özer, D., Baran, F., Aktop, A., & Nalbant, S. (2006). Beden eğitimi öğretmenlerinin zihinsel engelli çocuklara ilişkin tutumlarının incelenmesine yönelik bir ön çalışma. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 11(1), 3-8.
  • Özer, D., & Süngü, B. (2016). Beden eğitimi öğretmen adaylarının bakış açısından “engelliler için beden eğitimi ve spor dersi” uygulamaları. Spor Bilimleri Dergisi, 27(1), 1-15.
  • Özer, D., Nalbant, S., Aǧlamış, E., Baran, F., Kaya Samut, P., Aktop, A., & Hutzler, Y. (2013). Physical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance. Journal of Intellectual Disability Research, 57(11), 1001-1013. doi: 10.1111/j.1365-2788.2012.01596.x.
  • Smith, A. (2004). The inclusion of pupils with special educational needs in secondary school physical education. Physical Education & Sport Pedagogy 9(1): 37–54.
  • Smith, A., & Green, K. (2004). Including pupils with special educational needs in secondary school physical education: A sociological analysis of teachers’ views. British Journal of Sociology of Education 25(5): 593–607.
  • Standal, Ø.F., & Moe, V.F. (2013). Reflective practice in physical education and physical education teacher education: A review of the literature since 1995. Quest 65(2): 220–240.
  • Stewart, C.C. (1990). Effect of practica types in pre-service adapted physical education curriculum on attitudes toward disabled populations. Journal of Teaching in Physical Education 10(1): 76–83
  • Sucuoğlu, B., & Kargın, T. (2006). İlköğretimde kaynaştırma uygulamaları: Yaklaşımlar, yöntemler, teknikler. Ankara: Morpa Yayıncılık.
  • Tripp, A., & Rizzo, T. L. (2006). Disability labels affect physical educators. Adapted Physical Activity Quarterly, 23(3), 310-326.
  • UNESCO (1994). The Salamanca statement and framework for action on special needs education. http://unesdoc.unesco.org/images/0009/000984/098427eo.pdf adresinden 15.04.2016 tarihinde erişim sağlanmıştır.
  • Vickerman, P., & Coates. J.K. (2009). Trainee and recently qualified physical education teachers’ perspectives on including children with special educational needs. Physical Education and Sport Pedagogy 14(2): 137– 153.
  • Westwood, P. & Graham, L. (2003). Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia. Australian Journal of Learning Disabilities 8(1): 3– 15.
  • Yaman, Ç., Uluışık, V., Hergüner, G., & Önal, A. (2018). Examining the attitudes of physical education teachers towards special education (the handicapped). Physical Education of Students, 22(4), 207-216.

Physical educators’ attitude toward teaching students with special educational needs

Yıl 2018, Cilt: 10 Sayı: 2, 113 - 121, 01.09.2018
https://doi.org/10.30655/besad.2018.9

Öz

The purpose of this research was to evaluating the national and international literature on the attitudes of physical education teachers towards students with special educational needs. As a result, physical education teacher candidates, although very enthusiastic about teaching individuals with special needs, do not feel safe; because the education they receive during university education remains in theory and away from the real environment. This education, which is rather theoretical rather than practical, causes the attitudes of teachers to be complicated. Based on this result, it can be said that adapted physical education, sports and special education courses do not contribute to the development of positive attitude at the desired level. These results require that the physical education teacher education program be reaudited to ensure positive attitude development towards students with special educational needs.

Kaynakça

  • Acak, M., Karakaya, Y. E., Tan, Ç., & Coşkuner, Z. (2016). Engellilerde egzersiz ve spor eğitimi bölümü öğrencilerinin engellilere yönelik tutumlarının incelenmesi. Electronic Turkish Studies, 11(19).
  • Akbuğa, B., & Gürsel, F. (2007). Bilgilendirme Yoluyla Beden Eğitimi Spor Yüksekokulu öğrencilerinin engelli bireye yönelik değişen tutumları. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 5(1), 5-8.
  • Ammah, J., & S. Hodge. (2005). Secondary physical education teachers’ beliefs and practices in teaching students with severe disabilities: A descriptive analysis. The High School Journal 89, no. 2: 40 –55
  • Arslan, Fethi. (2015). Examination of Physical Education Teacher Candidates’ Attitudes towards Individuals with Physical Disability by Visual Information, The Anthropologist, 21:1-2, 197-201, DOI: 10.1080/09720073.2015.11891808
  • Beamer, J. A., & Yun, J. (2014). Physical educators’ beliefs and self-reported behaviors toward including students with autism spectrum disorder. Adapted Physical Activity Quarterly, 31(4), 362-376. Birleşmiş Milletler Çocuk Hakları Sözleşmesi (1989) http://cocukhaklari.barobirlik.org.tr/dokuman/mevzuat_uamevzuat/birlesmismilletler.pdf tarihinde erişim sağlanmıştır. 18.09.2018 Birleşmiş Milletler Engelli Bireylerin Hakları Sözleşme (2006) erişim http://www.resmigazete.gov.tr/eskiler/2009/07/20090714-1.htm sağlanmıştır. 18.09.2018 tarihinde
  • Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly, 24(2), 103-124.
  • Coates, J., & Vickerman, P. (2008). Let the children have their say: A review of children with special educational needs experiences of Physical Education, Support for Learning, 23(4), 168-175
  • Dart, G. (2007). Provision for Learners with Special Educational Needs in Botswana: A Situational Analysis. International Journal of Special Education, 22(2), 56-66.
  • Doulkeridou, A., Evaggelinou, C., & Mouratidou, K. (2011). Attitudes of Greek physical education teachers towards inclusion of students with disabilities in physical education classes. International Journal of Special Education 26(1): 1–11
  • Eğitim Reformu Girişimi 10. Eğitim İzleme Raporu (2016-2017) http://www.egitimreformugirisimi.org/wp- content/uploads/2017/03/EIR2016 17_12.10.17.web-1.pdf 18.09.2018 tarihinde erişim sağlanmıştır
  • Fejgin, N., Talmor, R., & Erlich, I. (2005). Inclusion and burnout in physical education. European Physical Education Review 11(1): 29–50.
  • Folsom-Meek, SL & Rizzo, TL. (2002). Validating the physical educators’ attitude toward teaching individuals with disabilities III (PEATID III) survey for future professionals. Adapted Physical Activity Quarterly 19(2): 141–154.
  • Goodwin, D. L., & Watkinson, E. J. (2000). Inclusive physical education from the perspective of students with physical disabilities. Adapted Physical Activity Quarterly, 17, 144-160
  • Gürsel, F. (2006). Engelliler için beden eğitimi ve spor dersinin öğrencilerin engellilere yönelik tutumlarına etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(31).
  • Hardin, B. (2005). Physical education teachers’ reflections on preparation for inclusion. The Physical Educator 62(1): 44–56
  • Hodge, S., Ammah, JOA., & Casebolt K. (2004). High school general physical education teachers’ behaviors and beliefs associated with inclusion. Sport, Education and Society 9(3): 395–419.
  • Hodge, S., Ammah, JOA., & Casebolt K. (2009). A diversity of voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities. International Journal of Disability, Development and Education 56(4): 401–419
  • Karaçam, M. Ş., & Koca, C. (2012). Preservice Physical Education Teachers’ Awareness of Multiculturalism. Hacettepe Journal of Sport Science 23(3), 89-103.
  • Kırcaali-İftar, G. (1992). Özel eğitimde kaynaştırma. Eğitim ve Bilim, 16(86), 45-50.
  • Kırımoğlu, H., Dallı, M., Yılmaz, A., & Say, M. (2017). Öğretmen adaylarının zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum düzeylerinin incelenmesi (Muğla Sıtkı Koçman Üniversitesi örneği). Journal of Human Sciences, 14(4), 3116-3125. doi:10.14687/jhs.v14i4.4670
  • Kuyini, A. B., & Mangope, B. (2011). Student Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswana. International Journal of whole schooling, 7(1), 20-37.
  • LaMasfer, K., Kinchin, G., Gall, K., & Siedentop, D. (1998). Inclusion practices of effective elementary specialists. Adapted Physical Activity Quarterly, 15(1), 64-81.
  • Lerner, J.W., Lowenthal, B., & Egan, R.W. (2003). Preschool children with special needs: Children at risk and children with disabilities. Boston: Allyn & Bacon.
  • Lieberman, L. J., Houston-Wilson, C., & Kozub, F. M. (2002). Perceived barriers to including students with visual impairments in general physical education. Adapted Physical Activity Quarterly, 19(3), 364-377.
  • Lienert, C., Sherrill, C., & Myers, B. (2001). Physical educators’ concerns about integrating children with disabilities: A cross-cultural comparison. Adapted Physical Activity Quarterly, 18(1), 1-17.
  • Meegan, S., Casebolt, K., & MacPhail, A. (2006). Irish physical educators’ attitude toward teaching students with special educational needs. European Physical Education Review 12(1): 75–97.
  • Mittler, P. (2003). Meeting the needs of people with an intellectual disability: international perspectives’ in S Herr, L Gostin, and H Hongju Koh (eds) The Human Rights of Persons with Intellectual Disabilities; Different But Equal. Oxford ve New York: Oxford University Press, p 25, 28.
  • Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive physical education: Teachers’ views of including pupils with special educational needs and/or disabilities in physical education. European Physical Education Review, 11(1), 84-107.
  • Obrusnikova, I. (2008). Physical educators' beliefs about teaching children with disabilities. Perceptual and Motor Skills, 106(2), 637-644.
  • Özer, D., Baran, F., Aktop, A., & Nalbant, S. (2006). Beden eğitimi öğretmenlerinin zihinsel engelli çocuklara ilişkin tutumlarının incelenmesine yönelik bir ön çalışma. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 11(1), 3-8.
  • Özer, D., & Süngü, B. (2016). Beden eğitimi öğretmen adaylarının bakış açısından “engelliler için beden eğitimi ve spor dersi” uygulamaları. Spor Bilimleri Dergisi, 27(1), 1-15.
  • Özer, D., Nalbant, S., Aǧlamış, E., Baran, F., Kaya Samut, P., Aktop, A., & Hutzler, Y. (2013). Physical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance. Journal of Intellectual Disability Research, 57(11), 1001-1013. doi: 10.1111/j.1365-2788.2012.01596.x.
  • Smith, A. (2004). The inclusion of pupils with special educational needs in secondary school physical education. Physical Education & Sport Pedagogy 9(1): 37–54.
  • Smith, A., & Green, K. (2004). Including pupils with special educational needs in secondary school physical education: A sociological analysis of teachers’ views. British Journal of Sociology of Education 25(5): 593–607.
  • Standal, Ø.F., & Moe, V.F. (2013). Reflective practice in physical education and physical education teacher education: A review of the literature since 1995. Quest 65(2): 220–240.
  • Stewart, C.C. (1990). Effect of practica types in pre-service adapted physical education curriculum on attitudes toward disabled populations. Journal of Teaching in Physical Education 10(1): 76–83
  • Sucuoğlu, B., & Kargın, T. (2006). İlköğretimde kaynaştırma uygulamaları: Yaklaşımlar, yöntemler, teknikler. Ankara: Morpa Yayıncılık.
  • Tripp, A., & Rizzo, T. L. (2006). Disability labels affect physical educators. Adapted Physical Activity Quarterly, 23(3), 310-326.
  • UNESCO (1994). The Salamanca statement and framework for action on special needs education. http://unesdoc.unesco.org/images/0009/000984/098427eo.pdf adresinden 15.04.2016 tarihinde erişim sağlanmıştır.
  • Vickerman, P., & Coates. J.K. (2009). Trainee and recently qualified physical education teachers’ perspectives on including children with special educational needs. Physical Education and Sport Pedagogy 14(2): 137– 153.
  • Westwood, P. & Graham, L. (2003). Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia. Australian Journal of Learning Disabilities 8(1): 3– 15.
  • Yaman, Ç., Uluışık, V., Hergüner, G., & Önal, A. (2018). Examining the attitudes of physical education teachers towards special education (the handicapped). Physical Education of Students, 22(4), 207-216.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Sibel Nalbant Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 10 Sayı: 2

Kaynak Göster

APA Nalbant, S. (2018). Beden Eğitimi Öğretmenlerinin Özel Gereksinimli Öğrencilere Yönelik Tutumları. Beden Eğitimi Ve Spor Araştırmaları Dergisi, 10(2), 113-121. https://doi.org/10.30655/besad.2018.9