Öğretmenlerin Kapsayıcı Eğitime Yönelik Farkındalıkları ile Tutumları Arasındaki İlişki

Öz

Bu çalışmanın amacı, öğretmenlerin kapsayıcı eğitime yönelik farkındalıkları ile tutumları arasında anlamlı bir ilişki olup olmadığını belirlemektir. Çalışma nicel bir araştırma olup, ilişkisel tarama modeli ile tasarlanmıştır. Araştırmanın örneklemini, Türkiye'nin Gaziantep ilinde farklı branş ve eğitim kademelerinde görev yapan öğretmenler arasından küme örnekleme yöntemi ile seçilen 448 öğretmen oluşturmaktadır. Araştırmada veri toplamak amacıyla “Kapsayıcı Eğitim İçin Öğretmen Farkındalık Ölçeği” ve “Kapsayıcı Eğitime Yönelik Öğretmen Tutum Ölçeği” kullanılmıştır. Elde edilen veriler öncelikle normallik açısından test edilmiştir. Verilerin normal dağılım göstermesi üzerine t-testi ve tek yönlü varyans analizi uygulanmıştır. Ayrıca, değişkenler arasındaki ilişkiyi incelemek amacıyla korelasyon analizi yapılmıştır. Sonuçlar, öğretmenlerin kapsayıcı eğitime yönelik farkındalık ve tutumlarının yüksek düzeyde olduğunu göstermektedir. Öğretmenlerin kapsayıcı eğitime yönelik farkındalıkları ile bu konudaki tutumları arasında pozitif ve orta düzeyde bir ilişki bulunmuştur.

Anahtar Kelimeler

• Tutum
• Farkındalık
• Kapsayıcı eğitim
• Öğretmenler

Proje Numarası

SYL-2022-10376

The Relationship Between Teachers' Awareness and Attitudes Toward Inclusive Education

Öz

Inclusive education has become a central component of contemporary educational policies aimed at ensuring equity, diversity, and equal learning opportunities for all students. The purpose of the study is to determine whether there is a significant relationship between teachers' awareness and attitudes toward inclusive education. We designed a quantitative study using a relational survey model. The sample of the research consists of 448 teachers selected from the teachers working in different branches and education levels in Gaziantep province in Turkey by using the cluster sampling method. To collect data in the research, the “Teacher Awareness Scale for Inclusive Education” and the “Teacher Attitude Scale towards Inclusive Education” were used. The data obtained in the study was first tested for normality. Based on the normal distribution of the data, t-test and one-way analysis of variance were performed. In addition, correlation analysis was performed to examine the relationship between the variables. The results show that teachers' awareness and attitudes toward inclusive education are at a high level. A positive and moderate relationship was found between teachers' awareness of inclusive education and their attitudes towards inclusive education. Based on these findings, it can be suggested that professional development programs focusing on inclusive education practices may further strengthen teachers’ awareness and foster more positive attitudes. Future research may examine the underlying factors influencing this relationship using qualitative or mixed-method designs.

Anahtar Kelimeler

• Attitude
• awareness
• inclusive education
• teachers

Destekleyen Kurum

Atatürk University Scientific Research Projects Unit

Proje Numarası

SYL-2022-10376

Etik Beyan

This study was supported by the Scientific Research Projects Unit of Atatürk University under the project code SYL-2022-10376.

Kaynakça

1. Abbas, F., A. Zafar, & Naz, T. (2016). Footstep towards inclusive education. Journal of Education and Practice, 7(10), 48-52.
2. Adeniyi- Egbeola, F. O., & Tunde-Awe, M. B. (2018). English language teachers’ awareness level and views on inclusive education in basic education levels in Northern Central Zone of Nigeria. KIU Journal of Social Sciences, 4(2), 103-112.
3. Ahmmed, M., U. Sharma, & Doppler, 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.x
4. Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109-124.
5. Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
6. Akalın, S. (2015). Kaynaştırma sınıf öğretmenlerinin sınıf yönetimine ilişkin görüşleri ve gereksinimleri. Ankara Üniversitesi Eğitim Fakültesi Özel Eğitim Dergisi, 16(3), 215-234. https://doi.org/10.1501/Ozlegt_0000000230
7. Aksungur, S. (2022). Okul yöneticilerinin kapsayıcı eğitime ilişkin tutumları, yaşadıkları sorunlar ve çözüm önerileri (Unpublished master’s thesis, Pamukkale University, Denizli).
8. Aktekin, S., M. Öztürk, G. Ş. Tepetaş-Cengiz, H. Köksal, & İrez, S. (2017). Sınıfında yabancı uyruklu öğrenci bulunan öğretmenler için el kitabı. MEB.

9. Alnahdi, G. H., T. Saloviita, & Elhadi, A. (2019). Inclusive education in Saudi Arabia and Finland: Pre-service teachers' attitudes. Support for Learning, 34(1), 71-85. https://doi.org/10.1111/1467-9604.12239
10. Amjed, A., H. İkbal, & Manzar-Abbas, S. S. (2020). Teachers’ awareness about inclusive education in Punjab: A descriptive enquiry. Journal of Inclusive Education, 4(1), 161-178.
11. Avramidis, İ., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367-389. https://doi.org/10.1080/08856250701649989
12. Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147. https://doi.org/10.1080/08856250210129056
13. Aytaç, T. (2023). Kapsayıcı eğitimin paydaşları ve roller. In H. Şimşek and S. S. Kula (Eds.), Herkes için kapsayıcı eğitim (pp. 207-225). Vizetek.
14. Bayram, B. (2019). Sosyal bilgiler öğretmenlerinin kapsayıcı eğitime yönelik algı ve uygulamaları (Unpublished master’s thesis, Erciyes University, Kayseri).
15. Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı (26th ed.). Pegem Akademi.
16. Chan, T., & Yuen, M. (2015). Inclusive education in an ınternational school: A case study from Hong Kong. International Journal of Special Education, 30(3), 86-97.
17. Cornoldi, C., A. Terreni, T. E. Scruggs, & Mastropieri, M. A. (1998). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education 19(6), 350-356. https://doi.org/10.1177/074193259801900605
18. Dapudong, R. C. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced professional development program. International Journal of Learning & Development, 4(4), 1-24. https://doi.org/10.5296/ijld.v4i4.6116
19. Das, R. R. (2021). Awareness on inclusive education among the secondary school teachers of Jaleswar. Journal of Emerging Technologies and Innovative Research, 8(10), 215-223.
20. Demir Başaran, S. (2019). Kuramdan uygulamaya kapsayıcı eğitim. In P. O. Taneri (Ed.), Kapsayıcı eğitimin hedefleri içeriği ve uygulamaya yansımaları (pp. 67-92). Pegem Akademi.
21. Desombre, C., M. Lamotte, & Jury, M. (2019). French teachers’ general attitude toward inclusion: The indirect effect of teacher efficacy. Educational Psychology, 39(1), 38-50. https://doi.org/10.1080/01443410.2018.1472219
22. Doğan, A., & Avcıoğlu, A. (2022). Kapsayıcı eğitimin yadsınamaz gerçeği: göçmen çocukların eğitim sorunlarının incelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 987-1015. https://doi.org/10.33711/yyuefd.1083492
23. Dorji, R., J. Bailey, D. Paterson, L. Graham, & Miller, J. (2021). Bhutanese teachers’ attitudes towards inclusive education. International Journal of Inclusive Education, 25(5), 545-564. https://doi.org/10.1080/13603116.2018.1563645
24. ERG. (2016). Türkiye’de ortaöğretimde kapsayıcı eğitim durum analizi. ERG.
25. Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7–8), 691–704. https://doi.org/10.1080/13603116.2019.1622801
26. Forlin, C. (2010). Teacher education reform for enhancing teachers’ preparedness for inclusion. International Journal of Inclusive Education, 14(7), 649-653. https://doi.org/10.1080/13603111003778353
27. Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32. https://doi.org/10.1080/1359866X.2010.540850
28. Galović, D., B. Brojčin, & Glumbić, N. (2014). The attitudes of teachers towards inclusive education in Vojvodina. International Journal of Inclusive Education, 18(12), 1262-1282. https://doi.org/10.1080/13603116.2014.886307
29. Garbutt, G. W. (2018). Teachers’awareness and support for learners with learning disabilities for effective inclusive education in public primary schools in Trans-Nzoia County, Kenya (Unpublished doctoral dissertation). ProQuest Dissertations and Theses Global.
30. Gonzalez-Gil, F., Martin-Pastor, E., Flores, N., Jenaro, C., Poy, R., & Gomez-Vela, M. (2013). Teaching, learning and inclusive education: The challenge of teachers’ training for inclusion. Procedia-Social & Behavioral Sciences, 93(2013), 783-788. https://doi.org/10.1016/j.sbspro.2013.09.279
31. Haitembu, R. K. (2014). Assessing the provision of inclusive education in Omusati Region (Unpublished master’s thesis, Namibia University, Namibia).
32. Hayes, A. M., & Bulat, J. (2017). disabilities inclusive education systems and policies guide for low- and middle-income countries. Research Triangle Park, NC: RTI. https://doi.org/10.3768/rtipress.2017.op.0043.1707
33. Imam, B. T., M. M. Sulaiman, & Alabi, H. I. (2021). Pre-service teachers’ attitude and effıcacy towards inclusive educatıon in Nigeria: A case study of pre-service science education students in University of Ilorin, Nigeria. Journal of Science, Technology, Mathematics and Education (JOSTMED), 17(3), 122-132.
34. Karasar, N. (2011). Bilimsel araştırma yöntemleri. Nobel.
35. Kılcan, B., & Ü. Şimşek. 2021. “Kapsayıcı Eğitime Yönelik Farkındalık Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması.” Anadolu Kültürel Araştırmalar Dergisi 5(2), 120-130. https://doi.org/10.15659/ankad.v5i2.149
36. Kraska, J., & Boyle, C. (2014). Attitudes of preschool and primary school pre-service teachers towards inclusive education. Asia-Pacific Journal of Teacher Education, 42(3), 228-246. https://doi.org/10.1080/1359866X.2014.926307
37. Lika, R. (2016). Teacher’s attitude towards the inclusion of students with disabilities in regular schools. In International Conference Proceedings, 4, 578-582. https://doi.org/10.12955/cbup.v4.817
38. Maheshwari, P., & Shapurkar, M. (2015). Awareness and attitudes of primary grade teachers (1-4th grade) towards inclusive education. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences, 9(11), 3959-3964.
39. Main, S., D. J. Chambers, & Sarah, P. (2016). Supporting the transition to inclusive education: Teachers' attitudes to inclusion in the Seychelles. International Journal of Inclusive Education, 20(2), 1270-1285. https://doi.org/10.1080/13603116.2016.1168873
40. Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282. https://doi.org/10.1080/00313831.2018.1541819
41. Sakız, H. (2016). Göçmen çocukları ve okul kültürleri: Bir bütünleştirme önerisi. Göç Dergisi, 2, 65-81.
42. Saloviita, T., & Schaffus, T. (2016). Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work. European Journal of Special Needs Education, 31(4), 458-471. https://doi.org/10.1080/08856257.2016.1194569
43. Savolainen, H., P. Engelbrecht, M. Nel, & Malinen, O. P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68. https://doi.org/10.1080/08856257.2011.613603
44. Şahinel, M. (2020). Eğitimde yeni yönelimler. In Ö. Demirel (Ed.), Etkin öğrenme (9th ed., pp. 152-167). Pegem Akademi.
45. Scanlon, G., S., Radeva, V., Pitsia, C., Maguire, & Nikolaeva, S. (2022). Attitudes of teachers in Bulgarian kindergartens towards inclusive education Teaching and Teacher Education, 112, 1-13. https://doi.org/10.1016/j.tate.2022.103650
46. Slee, R. (2018). Inclusive education isn’t dead, it just smells funny. Routledge.
47. Şimşek, Ü. (2019). Sosyal bilgiler öğretmenlerinin kapsayıcı eğitime yönelik tutum ve özyeterlikleri ile sınıf içi uygulamalara ilişkin görüşlerinin karşılaştırılması (Unpublished doctoral dissertation). Yükseköğretim Kurulu Ulusal Tez Merkezi.
48. Uçar, K. (2023). Kapsayıcı eğitimde akademik başarı. In H. Şimşek & S. S. Kula (Eds.), Herkes için kapsayıcı eğitim (pp. 277-294). Vizetek.
49. UNESCO. (2005). Guidelines for inclusion. Ensuring access to education for all. United Nations Educational, Scientific and Cultural Organization. http://www.ibe.unesco.org/sites/default/files/ Guidelines_for_Inclusion_UNESCO_2006.pdf
50. UNESCO. (2020). Global education monitoring report summary 2020: Inclusion and education: All means all.” UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718
51. Ünay, E., & Çakıroğlu, O. (2021). Kapsayıcı eğitimin etkililiği ve başarısı için temel faktörler. In H. Gürgür & S. Rakap (Eds.), Kapsayıcı eğitim özel eğitimde bütünleştirme (2nd ed., pp. 57-76). Pegem Akademi.
52. Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222-229. https://doi.org/10.1016/j.tate.2017.02.005
53. Yıldırım, E. (2017). Sosyal bilgiler dersinde sığınmacılara yönelik kapsayıcı eğitimin incelenmesi (Unpublished doctoral dissertation, Gazi University, Ankara).
54. Yılmaz, E. (2021). Yabancı dil öğretmenlerinin kapsayıcı eğitime yönelik tutumları ve özyeterliliklerinin değerlendirilmesi (Unpublished master’s thesis, Erciyes University, Kayseri).
55. Zabeli, N., & Gjelaj, M. (2020). Preschool teacher’s awareness, attitudes and challenges towards inclusive early childhood education: A qualitative study. Cogent Education, 7(1), 1-17. https://doi.org/10.1080/2331186X.2020.1791560