Exploring teachers’ experiences and practices in inclusive classrooms of model schools / Model okulların kaynaştırıcı sınıflarında öğretmenlerin uygulamaları ve deneyimlerinin araştırılması

Yıl 2015, Cilt: 11 Sayı: 3, 894 - 915, 12.01.2015

Uzair Hassan , Mushtaque Hussaın İram Parveen Joiciane De Souza

Öz

 The study aimed at exploring teachers’ experiences and practices of model schools in Pakistan. Under Federal Directorate of Education, 16 model schools have been functioning as inclusive schools since 2007 in Islamabad. These public model schools were transformed into inclusive schools with collaboration of International Development Partners, Norway. Population of the study was teachers teaching in the inclusive schools. Convenient and purposive sampling was used to collect data from the teachers. As the focus of the study was to gain in-depth understanding of experiences of teachers so it seemed justifiable to exploit qualitative approach and techniques particularly interviews. 39 teachers whose experience was at least 3 years were interviewed. Qualitative analysis based on thematic analysis reflects that teachers with inclusive classroom experiences support including students with special needs in inclusive classroom and schools. Teachers experienced that inclusive education has positive outcomes. Such experiences in inclusive classrooms not only widen teachers’ acceptance of students with special needs but also demist concerns of those teachers who are lacking in inclusive classroom teaching experiences. In addition, inclusive classroom experiences of students with and without special education needs create and build environment in which both students develop social understanding among themselves. It is concluded that teachers’ training being imparted is not adequate to teach in inclusive classroom. Therefore, teachers training institutions should incorporate a component of inclusive education course in scheme of studies. Further, the initiatives taken to transform general schools to inclusive remained unfulfilled due to lack of funds and resources available to general-cum-inclusive schools in Pakistan.

Anahtar Kelimeler

teachers’ experiences, inclusive classes, model schools

(MODEL OKULLARIN KAYNAŞTIRICI SINIFLARINDA ÖĞRETMENLERİN UYGULAMALARI VE DENEYİMLERİNİN ARAŞTIRILMASI)

Öz

Bu çalışma Pakistan'da model okul uygulamarı ve öğretmen deneyimlerini keşfetmeyi amaçlamaktadır. Federal eğitim denetmenliğinde İslamabad'da 2007'den beri 16 model okul işlevini sürdürmektedir. Bu kamu modeli okullar Norveç'in desteğiyle uluslararası eğitim gelişimi altında kaynaştırıcı okullara dönüştürülmüştür.Okulum müdavimleri kaynaştırıcı okullarda işlerini yapan öğretmenlerdir. Öğretmenlerden uygun örnekleme yöntemi kullanılarak veriler toplanmıştır. Çalışmanın amacının öğretmenlerin deneyimlerini derinlemesi anlamak olduğu için nitel araştırma

Anahtar Kelimeler

-

Kaynakça

• Ainscow, M., & Cesar, M. (2006). Inclusive education ten years after Salamanca: setting the agenda. European Journal of Psychology of Education, 21(3), 231-238. Retrieved on May 14,2012 from: http://link.springer.com/static-content/0.6248/lookinside/627/art%253A10.1007%252FBF03173412/000.png
• Ainscow, M., Booth, T., Dyson, A., Farell, P., Frankham, J., Gallannaugh, F., Howes, A., Smith, R. (2006). Improving schools: developing inclusion. London: Routledge.
• Ali, M. M., Mustapha, R., & Jelas, M. Z. (2006). An Empirical study on teachers perceptions towards Inclusive education in Malaysia. International Journal of Special Education, 21(3), 36-44. Retrieved on April 03, 2012 from: http://www.internationaljournalofspecialeducation.com/articles.cfm
• Boer, De A., Pijl, J.S., & Minnaert, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331-353. Retrieved on May 20, 2012 from http://www.tandfonline.com/doi/pdf/10.1080/13603110903030089
• Booth , T., & Ainscow, M. (2002). Index for Inclusion: Center for Studies on Inclusive Education (CSIE).
• Booth, T., & Ainscow, M. (Eds.) (1998). From them to us: An international study of inclusion in education. London: Routledge.
• Clough, P., & Corbett, J. (2000). Theories of inclusive Education: A students’ guide. Thousand Oaks: Sage.
• D’Alessio, S. (2008). Made in Italy: integrazione scolastica and the new vision of Inclusive education. In Barton, L. and Armstrong, F (Eds), Policy, experience and change: cross-cultural reflections on inclusive education (pp.53-72). The Netherland: Springer.
• Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2),113-126.
• Flem, A., & Keller, C. (2000). Inclusion in Norway: a study of ideology in practice, European Journal of Special Needs Education, 15(2), 188–205.
• Hassan, M., & Parveen, I. (2012). Interconnected Manifold Barriers Exclusion of Students with special Educational Needs in Ordinary schools in Pakistan. UOS Journal of Social Sciences and Humanities, summer 2012, vol. 1, No. 1 (pp. 27-47)
• Hassan, M., Parveen, I., & Nisa, R. (2010). Exploring teachers’ perspectives: Qualms and possibilities of inclusive classes in Pakistan. Journal of International association of special education, spring, 2010, vol, 11. No,1.
• Kristensen, K. (2003). The inclusion of learners with barriers to learning and development into ordinary school settings: a challenge for Uganda. British Journal of Special Education, 30(4), 194-201.
• Ministry of Education, Pakistan. (2008). National report on the development of Education,Pakistan.RetrievedOctober12,2011,from:http://www.ibe.unesco.org/National_Reports/ICE_2008/pakistan_NR08.pdf
• Mitchell, D., & Desai, I. (2009). Diverse socio-cultural contexts for inclusive education in Asia. In D.Mitchell (Ed), Contextualizing inclusive education: Evaluating old and new international Perspective (pp. 166-201). NewYork : Routledge.
• Mujahid, A. G., Abrar, N., & Ghafoor, A. B. (2010). Attitude of secondary schools’ Principles and Teachers towards inclusive education: Evidence from Karachi, Pakistan. European Journal of social sciences, 15 (4). Retrieved on February, 10 2012, from; http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2030445
• Mumtaz, S. (2008). Towards Inclusive Education. Dawn, November, 24 2008. Retrieved on March, 10 2012 from; http://archives.dawn.com/2008/11/24/op.htm.
• Plaisance, E. (2008). The integration of disabled children in ordinary school in France: A new challenge. In Barton, L. and Armstrong, F (Eds), Policy, experience and change: cross-cultural reflections on inclusive education (pp.37-52). The Netherland: Springer.
• Rieser, R. (2012).Implementing Inclusive education. A commonwealth guide to implementing article 24 of UN convention on the rights of people with disabilities. London: commonwealth secretariats.
• UNESCO (1994). Final report-World conference on special needs education: Access and quality. Paris: UNESCO.
• UNESCO (2001). The open file on inclusive education. Paris: UNESCO.
• UNESCO (2009). Final report- International conference on education, 48th Session.
• Zaretsky, L. (2005). From practice to theory: Inclusive models require inclusive theories. American Secondary Education, 33(3), 65-86.