Çevrimiçi Eğitimde Kaynaştırma/Bütünleştirme Sınıf Öğretmenleri: Ebeveyn Perspektifinden

Öz

Özel gereksinimli bireylere eğitim hizmetlerinin sunulmasında ciddi avantajlar sağlayan kaynaştırma eğitimi pandemiyle birlikte uzaktan eğitim yöntemlerinden çevrimiçi eğitim yoluyla sürdürülmüştür. Mevcut çalışmada öğretmenlerin çevrimiçi eğitim uygulamalarının; Özel Gereksinimli Çocuklar Konseyi’nin (Council for Exceptional Children-CEC) Erken Çocukluk Birimi (Division for Early Childhood-DEC) ile Ulusal Küçük Çocukların Eğitimi Derneği’nin (National Association for the Education of Young Children-NAEYC) ortak bildirisindeki nitelikli kaynaştırmanın gerekleri olan erişim, katılım ve destek olguları bağlamında ve ebeveyn perspektifinden incelenmesi amaçlanmıştır. Bu doğrultuda özel gereksinimli çocuğa sahip ve çocuğu kaynaştırma eğitimine devam eden 15 ebeveyn ile yarı yapılandırılmış görüşme sorularıyla bireysel görüşmeler yürütülmüştür. Görüşmelerden üretilen veriler tümevarım yöntemi ile analiz edilmiştir. Yapılan analizler sonucunda; kaynaştırma uygulamalarının çevrimiçi ortama aktarılması, sınıf öğretmenlerinin uygulamaları ile görüş ve talepler olmak üzere üç tema ve bu temalara ilişkin altı alt tema ile 29 kod elde edilmiştir. Ebeveynlerin, sınıf öğretmenlerinin çevrimiçi eğitim uygulamalarına ilişkin olumlu ve olumsuz görüşleri, bu görüşlerin nedenlerine ilişkin öngörüler ve talepler alan yazına bağlı olarak kaynaştırma eğitiminin gerekleri olarak belirtilen erişim, katılım ve destek olguları çerçevesinde tartışılmıştır.

Anahtar Kelimeler

• Özel Gereksinimli Çocuk
• Kaynaştırma
• Çevrimiçi Eğitim
• Sınıf Öğretmeni

Inclusive/Integration Classroom Teachers in Online Education: Parent Perspective

Öz

Inclusive education, which provides serious advantages in providing education services to individuals with special needs, continued through online education, one of the distance education methods, together with the pandemic. The present study aims to examine teachers' online education applications from the perspective of parents and in the context of access, participation, and support, which are the requirements of qualified inclusion in the joint statement of the Council for Exceptional Children (CEC) Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). In this direction, individual interviews were conducted using semi-structured interview questions with 15 parents with special needs children who are continuing their inclusion education. The data produced from the interviews were analyzed with the inductive method. As a result of the analyses made; Three themes, including the transfer of inclusion practices to the online environment, the practices of classroom teachers, and opinions and demands, and six sub-themes related to these themes and 29 codes were identified. Positive and negative opinions of parents and classroom teachers about online education practices, predictions, and demands concerning the reasons for these opinions are discussed within the framework of access, participation, and support, which are specified as the requirements of inclusive education, depending on the literature.

Anahtar Kelimeler

• Children with Special Needs
• İnclusion
• Online Education
• Teacher

Kaynakça

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