Özel desteğe gereksinimi olan çocukların eğitim desteği hakkından öğretmenlerin görüşleri

Öz

Bu araştırmanın amacı, okul öncesi öğretmenlerinin özel desteğe gereksinimi olan çocuklar için eğitim desteğini nasıl tecrübe ettiklerini araştırmak, analiz etmek ve tanımlamaktır. Bu görüşme çalışmasında, okul öncesi öğretmenleri özel desteğe gereksinimi olan çocukların eğitim desteklerini iki farklı açıdan vurgulamaktadırlar. Birinci bakış açısında, okul öncesi öğretmenleri özel desteğe gereksinimi olan çocuklar için özel hiçbir şey yapmadıklarını ya da çocukların günlük sınıf içi etkinliklerde okul çalışanlarından sağlanacak desteğe daha fazla ihtiyaç duyduklarını ve bu desteği aldıklarını belirtmişlerdir. İkinci bakış açısısında, okul öncesi öğretmenleri belirli eğitim desteklerini dolaylı ve doğrudan destekler olarak iki tema altında ifade etmektedirler. Bu çalışmanın, günümüz okulöncesi kurumlarında özel desteğe gereksinimi olan çocuklara sağlanan eğitim destekleri konusunda bilgi ve anlamayı artırdığı için, hem uygulama hem de teori açısından etkileri vardır.

Anahtar Kelimeler

• Özel desteğe gereksinimi olan çocuklar, okul öncesi eğitim, eğitim desteği, okul öncesi öğretmenler

Teachers' view of educational support to children in need of special support

Abstract

The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don't do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today.

Keywords

• Children in need of special support
• preschool education
• educational support
• preschool teacher

Kaynakça

1. Alexandersson, M. (1994). Den fenomenografiska forskningsansatsens fokus. In B. Starrin & P G. Svensson (Eds.), Kvalitativ metod och vetenskapsteori. [Qualitative method and research theory] (pp.128-131). Lund, Sweden: Student- litteratur.
2. Beckman, P.J., Hanson, M.J., & Horn, E. (2002) Family Perceptions of Inclusion. In S.L. Odom (Ed.), Widening the Circle. Including Children with Disabilities in Preschool Programs (pp. 98-108). New York: Teachers College Press.
3. Briggs-Gowan, M., J., Carter, A., Moye Skuban, E., & McCue Horwitz, S. (2001). Prevalence of social-emotional and behavioural problems in a community sample of 1- and 2-year- old children. American Academy of Child and Adolescent Psychiatry, 40, 811-819.
4. Canning, P., & Lyon, M (1989). Young children with special needs: Prevalence and implications in Nova Scotia. Canadian Journal of Education, 14, 368-380.
5. European Agency for Development in Special Needs Education (2006). Early Childhood Intervention Recommendations. Summary Report. of Situations in Europe Key Aspects and
6. Ladd, G., & Kochenderfer-Ladd, B. (2002). Identifying victims of peer-aggression from early childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 74-96.
7. Lillvist, A., & Granlund, M. (2009). Preschool children in need of special support: prevalence of traditional disability categories and functional difficulties. Acta Pædiatrica. DOI:10.1111/j.1651-2227.2009.01494.x
8. Lillvist, A., Sandberg, A., Björck-Åkesson, E., & Granlund, M. (2009). The construct of social competence-How preschool teachers define social competence in young children. International Journal of Early Childhood, 41 (1), 51-68.

9. Marton, F. (1994). „Phenomenography’. In T. Husén & T. N. Posthlewaite (Eds.), The International Encyclopedia of Education (2nd ed), (Vol. 8, pp.4424– 4429). Oxford: Pergamon Press.
10. Marton, F., & Booth, S. (2000). Om lärande [About learning]. Lund, Sweden: Studentlitteratur.
11. National Agency for Education (2004). Förskola i brytningstid – en nationell utvärdering av förskolan [Preschools in change – A National evaluation of preschools in Sweden]. Stockholm, Sweden: Fritzez.
12. National Agency for Education (2006). Curriculum for the preschool, Lpfö 98 Stockholm, Sweden: Fritzez.
13. Nutbrown, C., & Clough, P. (2004). Inclusion and exclusion in the early years: conversations with European educators. European Journal of Special Needs Education, 19 (3), 301-315.
14. Pedhazur, E-J., & Pedhazur-Schmelkin, L. (1991). Measurement, Design and Analysis: An Integrated Approach. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
15. Sandberg, A., Anstett, S., & Wahlgren, U (2007). The Value of In-service Education for Quality in Pre-school. Journal of In-Service Education, 33 (3), 301-319.
16. Sandberg, A., Lillvist, A., Eriksson, L., Björck-Åkesson, E., & Granlund, M. (accepted) Children in need of special support in preschool in Sweden – how is the construct defined and applied? International Journal of Disability, Development and Education.
17. Swedish Research Council (2002) ETIK. Forskningsetiska principer för humaniora och samhällsvetenskap. [ETHICS. Research ethics principles for humanities and social science].
18. Taggart, B., Sammons, P., Smees, R., Sylva, K., Melhuish, E., Sirja- Blatchford, Elliot, K., & Lunt, I. (2006). Early identification of special educational needs and the definition of ”at risk”: The early years Transition and special educational needs (EYTSEN) project. British Journal of Special Education, 1, 40-45.