Kaynaştırma Sınıflarında Öğretmen Kaynaklı Uyarlamalar: Öğrenme Güçlüğü Olan Öğrencilerin Gereksinimlerinin Karşılanması

Öz

Genel eğitim ortamlarında öğrenme güçlüğü olan öğrencilerin aldıkları eğitimin niteliği, sınıf öğretmenlerinin öğrencilerin yetersizlik türü ve düzeyine uygun öğretimsel uyarlamalar uygulayabilme becerilerine bağlıdır. Bu çalışma, sınıf öğretmenlerinin öğrenme güçlüğü olan öğrenciler için en sık uyguladıkları öğretimsel uyarlamaları derinlemesine incelemeyi amaçlamıştır. Araştırmaya, sınıflarında öğrenme güçlüğü tanısı konmuş öğrenciler bulunan toplam 365 sınıf öğretmeni katılmıştır. Veriler çevrim içi açık uçlu anketler aracılığıyla toplanmış ve betimsel analiz yöntemleriyle çözümlenmiştir. Bulgular, öğretmenlerin en sık Girdi (131) ve Miktar (94) uyarlamalarını uyguladıklarını; buna karşılık Süre (17) ve İşlevsel Müfredat (13) uyarlamalarının en az uygulanan türler olduğunu göstermiştir. Bu sonuçlar, sınıf öğretmenlerinin öğrenme güçlüğü olan öğrencilerin yetersizlik türü ve düzeyini dikkate alarak öğretimsel uyarlamaları derslere etkili biçimde entegre etme konusundaki bilgi ve becerilerinin geliştirilmesinin kritik önem taşıdığını ortaya koymaktadır.

Anahtar Kelimeler

• Öğrenme Güçlüğü
• uyarlamalar
• kaynaştırma sınıfları
• özel eğitim

Teacher-Driven Adaptations in Inclusive Classrooms: Addressing the Needs of Students with Learning Disabilities

Abstract

The quality of education received by students with learning disabilities in general education settings is contingent upon the classroom teachers’ ability to implement appropriate adaptations based on the type and degree of the students’ disabilities. This study aimed to conduct an in-depth examination of the most frequently implemented instructional adaptations by classroom teachers for students with learning disabilities. A total of 365 classroom teachers with students diagnosed with learning disabilities in their classrooms participated in the research. Data were collected through online open-ended questionnaires and analyzed using descriptive analysis methods. The findings indicated that teachers most frequently implemented Input (131) and Quantity (94) adaptations; conversely, Time (17) and Substitute (Functional) Curriculum (13) adaptations were the least applied. These results demonstrate the critical importance of enhancing classroom teachers’ knowledge and skills regarding the effective integration of instructional adaptations for students with learning disabilities into lessons, taking into account the type and degree of their disabilities.

Keywords

• Learning disabilities
• adaptations
• inclusive classrooms
• special education

Kaynakça

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