Sınıf Öğretmenlerinin Kaynaştırmaya Yönelik Tutumlarının İncelenmesi

Yıl 2018, , 418 - 433, 30.12.2018

Osman Özokcu

https://doi.org/10.17679/inuefd.472639

Cited By: 5

Öz

Bu çalışmada, sınıf öğretmenlerinin kaynaştırma
uygulamalarına yönelik tutumlarınn çeşitli değişkenler açısından anlamlı
farklılık gösterip göstermediği amaçlanmıştır. Araştırmada betimsel tarama
modeli kullanılmıştır. Araştırma grubunu Malatya ilinde ilkokullarda görev
yapan 457 sınıf öğretmeni oluşturmuştur. Araştırmada öğretmenlerin kaynaştırma
uygulamalarına yönelik tutumlarını belirlemek amacıyla Forlin, Earle, Loreman
ve Sharma tarafından (2011) yılında geliştirilen ve Bayar, Özaşkın ve Bardak
(2015) tarafından Türkçeye uyarlanan Kaynaştırmaya Yönelik Duygu, Tutum ve
Endişe Ölçeği (KYDTEÖ) kullanılmıştır. Araştırma sonuçları, sınıf
öğretmenlerinin kaynaştırma uygulamalarına yönelik tutumlarını ölçen KYDTEÖ
ölçeğinden maksimum dört puan üzerinden ortalama 2.56 puan almışlardır.
Ayrıca, öğretmenlerin kaynaştırmaya yönelik tutum ölçeği toplam puanları
arasında onların, cinsiyetleri, mezuniyet düzeylerine göre anlamlı bir
farklılık bulunmamış ancak öğretmenlerin yaşları, özel gereksinimli bireyle
etkileşim düzeyi, özel eğitim dersi alma düzeyleri ve yasa ve politikalar
hakkında bilgi düzeyi, engelli bireyle çalışma konusunda kendisine güven
düzeyi ve engelli öğrencilerle çalışma deneyimi düzeylerine göre anlamlı bir
farklılığa yol açmıştır.

Anahtar Kelimeler

Kaynaştırma eğitimi, sınıf öğretmeni, öğretmen tutumları

Investigating Classroom Teachers’ Attitudes Towards Inclusion

Öz

The aim of this study is to investigate classroom
teachers’ attitudes towards inclusion practices in terms of demographic
variables. The study was designed as a descriptive survey study using
qualitative data collection tools. A total of 457 classroom teachers from
primary schools in the province of Malatya, constituted the participants of the
study. The Sentiments, Attitudes, and Concerns about Inclusive Education
Revised (SACIE-R) scale developed by Forlin, Earle, Loreman, and Sharma (2011)
and adapted into Turkish by Bayar, Özaşkın, and Bardak (2015) was used to
determine the teachers’ attitudes towards inclusion practices. The results
revealed that the classroom teachers scored an average of 2.56 points out of a
maximum of four points on the SACIE-R scale, which measures classroom teachers’
attitudes towards inclusion practices. In addition, no significant difference
was found among the participants’ total scores on the scale according to their
gender and educational level. However, a significant difference was found
according to their ages, level of interaction with individuals with special
needs, level of attending special education courses, level of knowledge about laws
and policies, level of self-confidence in working with disabled individuals,
and level of experience in working with disabled students

Anahtar Kelimeler

Inclusive education, classroom teacher, teacher attitudes.

Kaynakça

• Ahmed, M., Sharma, U., Deppeler, J. (2012). Variables affecting teachers' attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12 (3), 132-140. https://doi.org/10.1111/j.1471-3802.2011.01226.xAinscow, M. (2005) Developing inclusive education systems: what are the levers for change?’ Journal of Educational Change , 6, pp. 109–24. https://doi.org/10.1007/s10833-005-1298-4Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H., & İşcen-Karasu, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 54, 39-60. https://doi.org/10.14689/ejer.2014.54.3Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey ınto mainstream teachers' attitudes towards the ınclusion of children with special educational needs in the ordinary school one local education authority. Educational Psychology, 20(2), 191-211. https://doi.org/10.1080/713663717Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129-147. https://doi.org/10.1080/08856250210129056Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and Professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22, 367-389. https://doi.org/10.1080/08856250701649989Batu, S. (2010). Factors for the success of early childhood inclusion & related studies. International Journal of Early Childhood Special Education (INT-JECSE), 2(1), 57-71.Batu, E. S., & Kırcaali-İftar, G. (2005). Kaynaştırma [Mainstreaming]. Ankara: KÖK Yayıncılık.Bayar, A., Özaşkın, A. G., & Bardak, Ş. (2015). Adaptation, validity and reliability study of sentiments, attitudes, and concerns about inclusive education in Turkish. International Periodical for the Languages, Literature and History or Turkic, 10 (3), 175-186.Beattie, J. R., Anderson, R. J., & Antonak, R. F. (1997). Modifying attitudes of prospective educators toward students with disabilities and their integration into regular classrooms. The Journal of Psychology, 131(3), 245-259. https://doi.org/10.1080/00223989709603512Berry, R. (2010). Preservice and early career teachers’ attitudes towards ınclusion, ınstructional accommodations, and fairness: Three profiles. Teacher Educator, 45(2), 75-95. https://doi.org/10.1080/00223989709603512Bradshaw, L., & Mundia, L. (2006). Attitudes and concerns about inclusive education: Bruneian inservice and preservice teachers. International Journal of Special Education, 21(1), 35-41.Brownell, M. T., & Pajares, F. (1999). Teacher efficacy and perceived student success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22, 154-163. https://doi.org/10.1177/088840649902200303Büyüköztürk, Ş. (2005). ). Sosyal Bilimler için veri analizi el kitabı. [Statistic for social sciences]. Ankara: Pegem A Yayıncılık Büyüköztürk, Ş., Kılıç, E. K., Akgün, Ö. E. Karadeniz, Ş., & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri [Scientific research methods]. Ankara: Pegem Akademi Yayınları.Carroll, A., Forlin, C., & Jobling, A. (2003). The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities. Teacher Education Quarterly, 30(3), 65-79.Diken,.İ. H. & Sucuoğlu, B. (1999). Sınıfında engelli çocuk bulunan ve bulunmayan sınıf öğretmenlerinin zihin engelli çocukların kaynaştırılmasına yönelik tutumlarının karşılaştırılması [A comparing the attitudes, of primary school teachers with and without mentally retarded children in their classrooms towards mainstreamıng mentally retarded children]. Özel Eğitim Dergisi [Special Education Journal], 2(3), 25- 39.Engstrand-Zakirova, R., & Roll-Pettersson, I. (2012). inclusion of preschool children with autism in sweden: attitudes and perceived efficacy of preschool teachers. Journal Of Research İn Special Educational Needs. 7(2), 273–293.Fazlıoğlu, Y., Doğan, M. K. (2013). Öğretmenlerin kaynaştırmaya ilişkin tutumlarının incelenmesi [Inservice teachers’ attitudes towards inclusion]. Trakya Üniversitesi Sosyal Bilimler Dergisi [Trakya University Journal of Social Sciences], 15 (2). (223-234)Fırat, T. (2014). Farklı eğitim kademelerinde görev yapacak öğretmen adaylarının kaynaştırmaya yönelik tutumlarının incelenmesi [An investigatıon on attitudes of teacher candidates who will work at different education levels towards mainstreaming]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Journal of Adiyaman University Social Sciences Instution], 7(18), 597-628. https://doi.org/10.14520/adyusbd.808Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195–209. https://doi.org/10.1080/13603110701365356Forlin, C. Cedillo, I. G. and Romero-Contreras, S. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduate teachers. International Journal of Inclusive Education, 14 (7), 723-739. https://doi.org/10.1080/13603111003778569Forlin, C.,Earle, C., Loreman, T., &Sharma, U. (2011). The sentiments, attitudes, and Concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers’perceptions about inclusion. Exceptionality Education International, 21(3), 50–65.Gök, G., and D. Erbaş. 2011. “Early Childhood Teachers’ Opinions about and Suggestions for Inclusion Programs.” International Journal of Early Childhood Special Education, 3(1) 66–87Gökdere, M. (2012). A comparative study of the attitude, concern and interaction levels of elementary school teachers and teacher candidates towards inclusive education. Education and Sciences: Theory and Practices, 12 (4), 2800-2806.Gözün, Ö. & Yıkmış, A. (2004). Öğretmen adaylarının kaynaştırma konusunda bilgilendirilmelerinin kaynaştırmaya yönelik tutumlarının değişimindeki etkililiği.[The effectiveness of teacher candidates' knowledge of inclusion in changing attitudes towards inclusion] Özel Eğitim Dergisi [Special Education Journal], 5:65-77.Haq, F. S., & Mundia, L. (2012). Comparison of Brunei preservice student teachers’ attitudes to inclusive education and specific disabilities: Implications for teacher education. The Journal of Educational Research, 105(5), 366-374. https://doi.org/10.1080/00220671.2011.627399Jobe, D. & Rust, J. O. (1996) Teacher attitudes toward inclusion of students with disabilities into regular classrooms. Education, 117 (1), pp. 148–54.Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for ınclusive classrooms. Teaching and Teacher Education, 25:535–542. https://doi.org/10.1016/j.tate.2009.02.010Leyser, Y., Kapperman, G., and Keller, R. (1994). Teacher attitudes toward mainstreaming: A Cross-cultural study in six nations. European Journal of Special Needs Education, 9, 1-15. https://doi.org/10.1080/0885625940090101Loreman, T., Deppeler, J. & Harvey, D. (2005). Inclusive Education: A practical guide to supporting diversity in the classroom. Sydney: Allen & Unwin. (Co-published in UK, USA, and Canada by Routledge Falmer. Co-published in India by Viva Books). McLeskey, J., & Waldron, N. (2006). Comprehensive school reform and inclusive schools: Improving schools for all students. Theory into Practice, 45, 269–278. https://doi.org/10.1207/s15430421tip4503_9Milli Eğitim Bakanlığı , (1983). Özel Eğitime Muhtaç Çocuklar Kanunu [Children in Needs of Special Education Law]. 15.10.1983 tarihli ve 18192 sayılı Resmi Gazete.Milli Eğitim Bakanlığı, (1997). Özel Eğitim Hakkında Kanun Hükmünde Kararname. [Special education law] Retrieved from http://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111011_ozel_egitim_kanun_hukmunda_kararname.Milli Eğitim Bakanlığı, (2006). Özel Eğitim Hizmetleri Yönetmeliği. [Regulations on special education services] Retrieved from http://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf. Milli Eğitim Bakanlığı, (2013). Bütünleştirme kapsamında eğitim uygulamaları öğretmen kılavuz kitabı. [Inclusive education teachers guide book]. Ankara: MEB Yayınları. Parasuram, K. (2006). Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India. Disability and Society, 21, 231-242. https://doi.org/10.1080/09687590600617352Park, M. & Chitiyo, M. (2011) ‘An examination of teacher attitudes towards children with autism.’ Journal of Research in Special Educational Needs, 11 (1), pp. 70–8. https://doi.org/10.1111/j.1471-3802.2010.01181.xRakap, S. & Kaczmarek, L. (2010). Tachers’ attitudes towards ınclusion in Turkey. European Journal of Special Needs Education, 25: 59–75. https://doi.org/10.1080/08856250903450848Rakap, S., Parlak-Rakap, A., &Aydın, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education, 20 (11), 1223-1237. https://doi.org/10.1080/13603116.2016.1159254Romi, S. & Leyser, Y. (2006). Exploring inclusion preservice training needs: a study of variables associated with attitudes and self-efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105. https://doi.org/10.1080/08856250500491880Seçer, Z. (2010). An Analysis of the Effects of in-Service Teacher Training on Turkish Preschool Teachers’ Attitudes towards Inclusion. International Journal of Early Years Education, 18 (1), 43–53. https://doi.org/10.1080/09669761003693959Sharma, U., Forlin, C. & Loreman, T. (2008) ‘Impact of training on pre-service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities.’ Disability and Society, 23, pp. 773–85.Sharma, U., Moore, D. & Sonawane, S. (2009) ‘Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India.’ Asia-Pacific Journal of Teacher Education, 37 (3), pp. 319–331. https://doi.org/10.1080/13598660903050328Subban, P., & Sharma, U. (2006). Primary school teachers’ perceptions of inclusive education in Victoria, Australia. International Journal of Special Education, 21(1), 42-52.Sucuoğlu, B. (2004). Türkiye’de Kaynaştırma Uygulamaları: Yayınlar/Araştırmalar (1980-2005) [Implementation of inclusion in Turkey: Publications/research]. Özel Eğitim Dergisi [Special Education Journal], 5(2) 15-23.Sucuoğlu, B., & Kargın, T. (2006). Kaynaştırma uygulamaları: Yaklaşımlar, yöntemler, teknikler. [Inclusion Practices:Approach, methods, techniques] İstanbul: Morpa Yayınları.Sucuoğlu, B., Bakkaloğlu, H., İşcen-Karasu, F., Demir, Ş., & Akalın, S. (2014). Okul öncesi öğretmenlerinin kaynaştırmaya ilişkin bilgi düzeyleri. [Preschool teachers’ knowledge levels about ınclusion] Kuram ve Uygulamada Eğitim Bilimleri, [ Educational Sciences: Theory & Practice] 14(4), 1467-1485.Şahbaz, U., & G. Kalay. 2010. Okulöncesi eğitimi öğretmen adaylarının kaynaştırmaya ilişkin görüşlerinin belirlenmesi [Investigation of preschool teacher candidates’ attitudes towards ınclusion]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Education Faculty Journal], 10: 116–135.UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: France:UNESCO UNESCO (2006). Convention on the rights of person with disabilities. Paris: France: UNESCOUNESCO (2009). Policy guidelines on inclusion in education. Paris: France: UNESCOWeisel, A., & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers' attitudes toward inclusion of student with special needs’ Education, Citizenship and Social Justice, 1(2), 157-174. https://doi.org/10.1177/1746197906064677