An Examination of Views of Teachers, Students, and Parents on Inclusive Practices in Social Studies Lessons During Distance Education

Yıl 2024, , 612 - 629, 28.10.2024

Zeynep Başkan İşler , Midarbi Cihangir Doğan , Nurcan Şener

https://doi.org/10.24106/kefdergi.1574359

Öz

Purpose: The aim of this study is to examine the views of classroom teachers, fourth-grade inclusion students, and parents regarding inclusive practices implemented in social studies lessons during distance education.
Design/Methodology/Approach: The research design is case study. The data were obtained from a study group consisting of 15 classroom teachers, 15 inclusion students, and 15 parents during the 2020-2021 academic year. The data collected through semi-structured interview forms were analyzed using content analysis.
Findings: As a result of the research, it was seen that most of the classroom teachers did not implement separate practices for inclusion students, using methods such as direct instruction, question-answer, and discussion in social studies lessons. Inclusion students stated that distance education was mostly negative, lacked social interaction, was boring, did not provide an interactive environment, and incomplete learning was experienced. According to the parents’ opinions, it was concluded that students did not participate in social studies lessons, had learning gaps, the course was not presented appropriately for the student, teacher did not provide additional support for their children, and distance education caused attention deficits in their children.
Highlights: From all stakeholder perspectives, it was concluded that distance education mostly had negative effects on inclusion students. Additionally, both teachers and parents frequently expressed that the implemented practices during the pandemic were designed according to typically developing students, resulting in inclusion students being neglected.

Anahtar Kelimeler

Inclusive education, Social studies education, Distance education, Individuals with special needs

Kaynakça

• Akgul, G. & Oran, M. (2020). Views of social studies teachers, of middle school students, and student parents about distance education during the pandemic process. Journal of New Approaches in Education, 3(2), 15–37. Retrieved from https://dergipark.org.tr/en/pub/eyyad/issue/59733/847318
• Aslan, I., Aktay, M., Kurul, M. S. & Aruser, S. (2023). Evaluating the opinions of teachers working with special education students on the reflections of distance education practices on special education. Ulusal Egitim Dergisi, 3(2), 243–264. Retrieved from https://uleder.com/index.php/uleder/article/view/190/88
• Buyukalan, S. & Yaylaci, Z. (2018). Perceptions of normally developing students and students with special needs regarding the metaphor of social studies concept. Ankara University Faculty of Educational Sciences Journal of Special Education, 19(4), 679–697. https://doi.org/10.21565/ozelegitimdergisi.376764
• Cavdarli, S. D. & Karadag Yilmaz, R. (2022). Primary school teachers’ opinions on the problems of students with reading and writing difficulties in the distance education process and suggestions for solutions. Western Anatolia Journal of Educational Sciences, 13(Special Issue 1), 89–113. Retrieved from https://dergipark.org.tr/en/download/article-file/2561963
• Erdem, R., Unay, E. & Cakiroglu, O. (2021). Views of parents about distance education in special education during Covid-19. The Journal of Buca Faculty of Education, (52), 465–479. Retrieved from https://dergipark.org.tr/en/download/article-file/1738515
• Gormez, E. (2016). The performance level of the inclusion students towards the social studies course. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(35), 144–158. Retrieved from https://dergipark.org.tr/en/download/article-file/226472
• Gurbuz, M. (2022). An investigation of the opinions of the families with special needs children about the distance education process during the epidemic period. Milli Egitim, 51(233), 443–460. https://doi.org/10.37669/milliegitim.788016
• Guzel Ozmen, R. & Aykut, C. (2020). Life science and social studies teaching. In I. H. Diken (Ed.), Inclusion in primary education (pp. 480–515). Pegem Academy.
• Karasel Ayda, N., Bastas, M., Altinay, F., Altinay, Z. & Dagli, G. (2020). Distance education for students with special needs in primary schools in the period of Covid-19 epidemic. Propositos y Representaciones, 8(3), e587. Retrieved from https://eric.ed.gov/?id=EJ1280198
• Korkut, S. & Memisoglu, H. (2021). Distance education process according to the opinions social studies teachers and students. International Journal of Social Sciences Academy, 3(7), 1639–1682. https://doi.org/10.47994/usbad.928916
• Kot, M., Sonmez, S., Yikmis, A. & Ciftci Tekinarslan, I. (2015). Practices applied by teachers of 4th grade towards the inclusive students with intellectual disability under the scope of social studies. Abant Izzet Baysal University Journal of Faculty of Education, 15(USBES Special Issue I), 231–246.
• Mengi, A. & Alpdogan, Y. (2020). Investigation of teacher’s opinions about distance education processes of students who receive special education during the Covid-19 pandemic period. Milli Egitim, 49(1), 413–437. https://doi.org/10.37669/milliegitim.776226
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2. ed.). Sage.
• Nigmatov, Z. G. & Nasibulov, R. R. (2015). Study of distance learning opportunities in inclusive education system. Social Sciences (Pakistan), 10(6), 817–820.
• Ozdemir, S. (2020). Promoting social skills and social cohesion. In I. H. Diken (Ed.), Inclusion in primary education (pp. 290–321). Pegem Academy.
• Ozdogan, A. C. & Berkant, H. G. (2020). The examination of stakeholders’ opinions on distance education during the Covid-19 epidemic. Milli Egitim, 49(1), 13–43. https://doi.org/10.37669/milliegitim.788118
• Oztuna Kaplan, A. (2013). Case study. In S. Basturk (Ed.), Scientific research methods (pp. 197–217). Vize Publishing.
• Ozyurek, M. (2009). To gain to teach cognitive and kinesthetic behaviors. Daktylos Publisher.
• Sarilarhamami, H. & Demirkaya, H. (2021). The place and importance of social studies in training of special required students. International Journal of Field Education, 7(1), 131–155. DOI: 10.32570/ijofe.946326
• Scepanovic, M. N. & Nikolic, S. J. (2020). Inclusive education of children with disabilities in the online environment. Exceptional Children: Education and Treatment, 2(3), 275–288. Retrieved from https://rfasper.fasper.bg.ac.rs/handle/123456789/4322
• Sirem, O. & Bas, O. (2020). Distance education experiences of elementary school students with reading difficulties in Covid-19 process. Turkish Studies, 15(4), 993–1009. http://dx.doi.org/10.7827/TurkishStudies.43346
• Stambekova, A., Zhakipbekova, S., Tussubekova, K., Mazhinov, B., Shmidt, M. & Rymhanova, А. (2022). Education for the disabled in accordance with the quality of inclusive education in the distance education process. World Journal on Educational Technology: Current Issues, 14(1), 316–328. https://doi.org/10.18844/wjet.v14i1.6760
• Tanta, A. (2021). Teacher opinions on social studies lessons in distance education process caused by pandemic. (Unpublished master thesis). Marmara University Institute of Educational Sciences, Istanbul.
• Uyar, E. (2020). Socı̇al studı̇es teachers’ vı̇ews on dı̇stance educatı̇on in the process of the Covı̇d-19 pandemı̇c. Cappadocia Journal of Education, 1(2), 15–32. Retrieved from https://dergipark.org.tr/tr/pub/kaped/issue/72749/1182313
• Uresin, E., Ilik, S. S., Anil, A. & Alicioglugil, E. (2021). Examinition of distance education during the pandemic according to the views of the parents of students with special needs. Journal of National Education Special Education and Guidance, 1(2), 121–147. Retrieved from https://dergipark.org.tr/tr/pub/ozelegitimrehberlikdergisi/issue/66067/1032316
• Yazcayir, G. & Gurgur, H. (2021). Students with special needs in digital classrooms during the COVID-19 pandemic in Turkey. Pedagogical Research, 6(1), 1–10. https://doi.org/10.29333/pr/9356
• Yesilyurt, H. (2021). Opinions of social studies teachers on the distance education process of social studies course. The Journal of International Social Science Education, 7(2), 378–399. https://doi.org/10.47615/issej.1030117
• Yildirim, A. & Simsek, H. (2021). Qualitative research methods in social sciences (12th ed). Seckin Publishing.
• Yin, R. K. (2009). Case study research design and methods. Sage Publications.
• Yurtbakan, E. & Akyildiz, S. (2020). Primary school teachers, primary school students, and parents' views on distance education activities implemented during the COVID-19 isolation period. Turkish Studies, 15(6), 949–977. https://doi.org/10.7827/turkishstudies.43780
• Yuksel Basar, A. & Gunduz, Y. (2022). Investigation of the opinions of teachers and families on the distance education experiences of students with special needs during the COVID-19 pandemic process. International Anatolian Social Sciences Journal, 6(2), 643–662. https://doi.org/10.47525/ulasbid.1074457
• Yuksel, N., Coban, C. & Yazici, D. N. (2021). Examining the problems faced by students with special needs in the distance education process during the COVID-19 pandemic. Educational Process: International Journal, 10(4), 20–34. https://doi.org/10.22521/edupij.2021.104.2