Özel Gereksinimli Çocukların Okulda Katılım Hakkına İlişkin Öğretmen Görüşleri

Yıl 2025, Cilt: 13 Sayı: 3, 1876 - 1906, 29.11.2025

Tugce Akyol

https://doi.org/10.46778/goputeb.1644711

Öz

Bu araştırmanın amacı, öğretmenlerin özel gereksinimli çocukların okulda katılım hakkına ilişkin görüşlerinin belirlenmesidir. Nitel araştırma yöntemlerinden biri olan durum çalışması ile gerçekleştirilen bu araştırmanın çalışma grubunu, Türkiye'nin iç ege bölgesindeki bir şehir merkezinde özel eğitim ve rehabilitasyon merkezlerinde çalışan 20 öğretmen oluşturmuştur. Araştırmacı tarafından geliştirilen yarı yapılandırılmış “Öğretmen Görüşme Formu” veri toplama aracı olarak kullanılmıştır. Çalışmadan elde edilen verilerin analizi için içerik analizi kullanılmıştır. Mevcut çalışmanın sonucunda, öğretmenler özel ihtiyaçları olan çocukların normal gelişen çocuklarla eşit haklara sahip olması gerektiğini belirtmiştir. Öğretmenler, tutum, sosyal çevre ve öğretmenler gibi faktörlerin özel ihtiyaçları olan çocukların katılımını en çok destekleyen faktörler olduğunu belirtmişlerdir. Buna karşın, yetersiz aile bilgisi, yetersiz aile desteği, ailenin reddi ve yüksek beklentiler gibi faktörlerin katılımı engellemektedir. Bazı öğretmenler, çocukların sınıf etkinliklerine katılımının yüksek ve orta düzeyde olduğunu belirtti. Ayrıca, öğretmenlerin özel gereksinimli çocukların katılımını desteklemek için çocuk merkezli uygulamalar, pekiştiriciler, öğrenme ortamında organizasyon, seçenekler sunma, aile eğitimi ve iletişim gibi yöntemler kullandıkları sonucuna varılmıştır.

Anahtar Kelimeler

Katılım , Katılım Hakkı , Okulda Katılım , Özel Gereksinimli Çocuklar

Etik Beyan

Afyon Kocatepe Üniversitesi Sosyal ve Beşeri Bilimleri Bilimsel Araştırma ve Yayın Etiği Kurulu tarafından 25.11.2022 tarihli ve 11 sayılı

Teachers’ Views on the Right to Participate of Children with Special Needs at School

Öz

This study aims to determine teachers' views on the participation of children with special needs at school. The study group for this research, which employed a case study as one of the qualitative research methods, consisted of 20 teachers working in special education and rehabilitation centres in a city centre in the inner Aegean region of Turkey. The semi-structured “Teacher Interview Form” developed by the researcher was used as a data collection tool. Content analysis was used to analyze the data obtained from the study. As a result of the current study, teachers stated that children with special needs should have equal rights with typically developing children. Teachers noted that factors such as attitude, social environment, and teachers themselves strongly support the participation of children with special needs the most. In contrast, factors such as insufficient family knowledge, insufficient family support, family rejection, and high expectations hinder participation. Some of the teachers stated that they found children’s participation in classroom activities at high and medium levels. Furthermore, it was concluded that teachers used methods such as child-centered practices, reinforcers, organization in the learning environment, providing options, family education, and communication to support the participation of children with special needs.

Anahtar Kelimeler

Children with Special Needs , Participation , Participation Rights , Participation at School

Etik Beyan

Afyon Kocatepe University Social and Human Sciences Scientific Research and Publication Ethics Committee dated 25.11.2022 and numbered 11

Kaynakça

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