Voices of Primary School Teachers About the Intelligent Material System Developed for Inclusive Education

Yıl 2024, Cilt: 9 Sayı: 2, 85 - 96, 10.07.2024

Elif Polat , Yunus Emre Baştuğ , Sinan Hopcan , Simge Cepdibi Sıbıç , Nazli Ceren Cirit

https://doi.org/10.53850/joltida.1377664

Öz

This study investigates the primary school teachers’ perceptions towards the Intelligent Material System (IMS), which was developed to enhance the quality of inclusive environments and support the academic skills of students with Special Educational Needs (SEN). Within this scope, IMS training was conducted with 84 classroom teachers who worked at primary schools in İstanbul. Following the training, an open-ended questionnaire and two focus group interviews were used to collect data. The findings revealed that IMS has the potential to support the students with SEN academically, as it provides motivating and rich content, has a user-friendly interface and a desired level of accessibility despite the system’s limitations and the need for improvements noted by the participants.

Anahtar Kelimeler

Special Education, Special Education Technology, Intelligent Material System, Technology, Inclusive Education

Etik Beyan

Ethics committee approval for this study was received from the Ethics Committee of Istanbul University-Cerrahpaşa (Date: September 09, 2021; Decision Number: 2021/214).

Destekleyen Kurum

This study was supported by the European Union Increasing the Quality of Special Education Services for Inclusive Education Grant Scheme (Project Number: TREESP2.1.IQSES/P-03/032) and also supported by the Scientific Research Project Coordination Unit of Istanbul University-Cerrahpasa (Project number:SDP-2022-36920).

Proje Numarası

TREESP2.1.IQSES/P-03/032, SDP-2022-36920

Kaynakça

• Acenas, M. S., & Dalonos, S. J. (2020). Training program on special education: A development of teachers’ knowledge and skills for the proper implementation of inclusive education. American Journal of Educational Research, 8(5), 272-277.
• Akalın, S. (2015). Opinions and needs of mainstream classroom teachers about classroom management. Ankara University Faculty of Educational Sciences Journal of Special Education, 16(03), 215-236.
• Akcan, E., & İlgar, L. (2016). Investigating the adequacy of inclusive classroom teachers about inclusion. HAYEF Journal of Education, 13(2), 27-40.
• Andrian, R. A., Yasin, A., Hanan, M. R. I., Ramadhan, M. I., Ridwan, T., & Hikmawan, R. (2022). Development of a digital platform prototype, to facilitate inclusive learning for children with special needs. Journal Online Informatika, 7(2), 161-167.
• Avcıoğlu, H. (2011). Mental Handicapped Class Teachers’ Thoughts on Preparing IEP (Individualized Education Program). Ankara University Faculty of Educational Sciences Journal of Special Education, 12(01), 39-56.
• Berndsen, M., & Luckner, J. (2012). Supporting students who are deaf or hard of hearing in general education classrooms: A Washington State case study. Communication Disorders Quarterly, 33(2), 111-118.
• Birkan, B. (2002). Erken özel eğitim hizmetleri. Ankara University Faculty of Educational Sciences Journal of Special Education, 3(02), 99-109.
• Buell, M. J., Hallam, R., Gamel-Mccormick, M., & Scheer, S. (1999). A survey of general and special education teachers' perceptions and in-service needs concerning inclusion. International Journal of Disability, Development and Education, 46(2), 143-156.
• Burke, K., & Shutlerland, C. (2004). Attitudes toward inclusion: Knowledge versus experience. Education, 125(2), 163-173.
• Cabero Almenara, J., Tena, R. R., & Rodriguez, A. P. (2020). Evaluation of teacher digital competence frameworks through expert judgement: The use of the expert competence coefficient. Journal of New Approaches in Educational Research, 9(2), 275-293.
• Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27-41.
• Copeland, S. R., Hughes, C., Carter, E. W., Guth, C., Presley, J. A., Williams, C. R., & Fowler, S. E. (2004). Increasing access to general education: Perspectives of participants in a High School Peer Support Program. Remedial and Special Education, 25(6), 342–352.
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.
• Çağıltay, K., Çakır, H., Karasu, N., Islim, O. F., & Cicek, F. (2019). Use of educational technology in special education: Perceptions of teachers. Participatory Educational Research, 6(2), 189-205.
• Çetin, Ç. (2004). Özel eğitim alanında çalışmakta olan farklı meslek grubundaki eğitimcilerin yaşadığı güçlüklerin belirlenmesi. Ankara University Faculty of Educational Sciences Journal of Special Education, 5(01), 35-46.
• Dahle, K. B. (2003). Services to include young children with autism in the general classroom. Early Childhood Education Journal, 31(1), 65-70.
• Demir, M. K., & Seçil, A. (2011). Experienced classroom teachers’ opinions on inclusive education. Kastamonu Education Journal, 19(3), 719-732.
• Edyburn, D. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80(1), 7-24.
• Erişkin, A. Y., Kıraç, S. Y., & Ertuğrul, Y. (2012). Assessments of inclusion practices by general education teachers. Milli Eğitim Dergisi, 42(193), 200-213.
• Fälth, L., & Selenius, H. (2022). Primary school teachers’ use and perception of digital technology in early reading and writing education in inclusive settings. Disability and Rehabilitation: Assistive Technology, 1-10.
• Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704.
• Foley, A., & Ferri, B. A. (2012). Technology for people, not disabilities: Ensuring access and inclusion. Journal of Research in Special Educational Needs, 12(4), 192-200.
• Forlin, 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.
• Fuchs, W. W. (2010). Examining teachers' perceived barriers associated with inclusion. SRATE Journal, 19(1), 30-35.
• Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory Strategies for Qualitative Research. Sociology Press.
• Hornby, G. (2015). Inclusive special education: Raising achievement for all students with special needs and disabilities. Australian Educational Leader, 37(3), 22-25.
• Kamran, M., Thomas, M., & Siddiqui, S. (2022). Teachers’ opinions about promoting inclusive classroom settings: An investigation regarding the presence of special needs assistants. Gov. Res. J. Polit. Sci, 11, 57-71.
• Karabıyık, V., & Işıkdoğan Uğurlu, N. (2019). Investigation of class teachers 'teaching skills about class management skılls: A case of TRNC. International Journal of Humanities and Education, 5(10), 223-249.
• Kargın, T. (2004). Kaynaştırma: Tanımı, gelişimi ve ilkeleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(2), 1-13.
• Kızılaslan, A., Tuncay, A. A., & Umar, Ç. N. (2021). Inclusive pedagogy: Psychopathological analysis of a student with special needs. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(2), 517-542.
• Lam, W.S.W., Kambouri, M., & Brempou, M. (2020). Supporting a SEN school and the teachers in creating an app for language development. In X. Zhu, J. Li, M. Li, Q, Liu, and H. Starkey (Eds.) Education and Mobilities. Perspectives on Rethinking and Reforming Education. Springer.
• Lancaster, K., Bhopti, A., Kern, M. L., Taylor, R., Janson, A., & Harding, K. (2023). Effectiveness of peer support programmes for improving well-being and quality of life in parents/carers of children with disability or chronic illness: A systematic review. Child: Care, Health and Development, 49(3), 485– 496.
• Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24.
• McGregor, E., & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism, 5(2), 189-207.
• Merriam, S. (1995). What can you tell from an N of 1?: Issues of validity and reliability in qualitative research. PAACE Journal of Lifelong Learning, 4, 50-60.
• Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass.
• Mesibov, G. B., & Shea, V. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26, 337-346.
• Ministry of National Education [MoNE]. (2018). Özel eğitim hizmetleri yönetmeliği. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
• Nazgul, K., Anar, B., Baglan, Z., Moldir, S., Sadvakasova, G., & Nishanbayeva, S. (2020). Preservice teachers’ opinions on the use of technology in education. International Journal of Emerging Technologies in Learning, 15(23), 182-192.
• Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2018). Strategies for teaching learners with special needs. Merrill/Prentice Hall.
• Pretti-Frontczak, K., & Bricker, D. (2007). An activity-based approach to early intervention (3rd ed.). Paul Brookes Publishing Co.
• Richards, K. (2003). Qualitative inquiry in TESOL. Springer.
• Sadioğlu, Ö. (2011). A qualitative study of primary school teachers' problems expectations and suggestions related to inclusive education [Unpublished doctoral dissertation, Bursa Uludağ University].
• Sadioğlu, Ö., Batu, E. S., & Bilgin, A. (2012). Sınıf öğretmenlerinin özel gereksinimli öğrencilerin kaynaştırılmasına ilişkin görüşleri. Journal of Uludag University Faculty of Education, 25(2), 399-432.
• Sadler, J. (2005). Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. Child Language Teaching and Therapy, 21(2), 147-163.
• Sakalli-Demirok, M., Gunduz, N., Yergazina, A. A., Maydangalieva, Z. A., & Ryazanova, E. L. (2019). Determining the opinions of special education teachers regarding the use of assistive technologies for overcoming reading difficulties. International Journal of Emerging Technologies in Learning, 14(22), 141-153.
• Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282.
• Saraç, T., & Çolak, A. (2012). Kaynaştırma uygulamaları sürecinde ilköğretim sınıf öğretmenlerinin karşılaştıkları sorunlara ilişkin görüş ve önerileri. Mersin University Journal of The Faculty of Education, 8(1), 13-28.
• Shevlin, M., Winter, E., & Flynn, P. (2013). Developing inclusive practice: Teacher perceptions of opportunities and constraints in the Republic of Ireland. International Journal of Inclusive Education, 17(10), 1119-1133.
• Söğüt, D. A., & Deniz, S. (2018). Rigours which class teachers encounter with preparing Individualized Education Program (IEP) and assessment of views related to inclusive practices. Erzincan University Journal of Education Faculty, 20(2), 423-443.
• Sökmen, Y., Yıldırım, G., & Kök, M. (2019). Kaynaştırma öğrencilerinin öğrenme ortamlarına ilişkin sınıf öğretmenlerinin görüşleri. Temel Eğitim, 1(2), 30-39.
• Sucuoğlu, B. (2006). İlköğretimde kaynaştırma uygulamaları-Yaklaşımlar, yöntemler, teknikler. Morpa Kültür Yayınları.
• Sucuoglu, B., Bakkaloglu, H., & Erturk, Z. (2015). Okul öncesi kaynaştırma sınıflarında ebeveyn-öğretmen ilişkisinin incelenmesi. 25. National Special Education Conferences, İstanbul.
• Thomas, C. N., Peeples, K. N., Kennedy, M. J., & Decker, M. (2019). Riding the special education technology wave: Policy, obstacles, recommendations, actionable ideas, and resources. Intervention in School and Clinic, 54(5), 295-303.
• Tracy, K., & Wallace, S. P. (2016). Benefits of peer support groups in the treatment of addiction. Substance abuse and rehabilitation, 143-154.
• Trausch, K. J., Brock, M. E., & Anderson, E. J. (2022). Efficacy of paraeducators facilitating peer support arrangements for elementary students with multiple disabilities. Remedial and Special Education, 43(6), 392–403.
• Tümeğ, S., & Sazak-Pınar, E. (2016). The effectiveness of simultaneous prompting teaching procedure on teaching coins to students with intellectual disabilities by a peer with intellectual disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 17(03), 269-297.
• Ünal, A. M., & Ahmetoğlu, E. (2017). Kaynaştırma uygulamalarının başarısını etkileyen etmenleri değerlendirilmesi. International Balkan and Near Eastern Social Sciences Congress Series, Kırklareli.
• Yazıcı, D. N., & Akman, B. (2018). An investigation of pre-school teachers' opinions about the inclusion of children with autism. Ankara University Faculty of Educational Sciences Journal of Special Education 19(1), 105-128.
• Yeo, L. S., Chong, W. H., Neihart, M. F., & Huan, V. S. (2016). Teachers’ experience with inclusive education in Singapore. Asia Pacific Journal of Education, 36(1), 69-83.