Investigation of Problem Behaviours Exhibited By Special Needs Students in General Education Classrooms and Teacher Reactions

Yıl 2017, Cilt: 25 Sayı: 2, 551 - 566, 15.03.2017

Elif Sazak Pınar Nevin Güner Yıldız

Öz

This study aims to investigate problem behaviors exhibited by special needs students in
general education classrooms and teacher reactions to those problem behaviors. 72 classroom
teachers employed in primary schools in Bolu who allowed observations in their classrooms
with special needs students and the special needs students in those classrooms participated
in the study. Anecdotal record technique was used to record student behaviors and teacher
responses. Data were collected by three independent observers and descriptive analysis was
used in data analysis. Results showed that teachers commonly responded to problem behaviors in 11th -20th minutes of the class; that problem behaviors such as moving from their seats
without permission and talking during class generated the most frequent responses from
teachers and that teachers mostly used verbal warnings (such as “be quiet, listen to the lesson,
sit in your seat, don’t talk, hold up your finger”.) in response to problem behaviors.

Anahtar Kelimeler

problem behaviors, teacher reactions, inclusion, students with special needs, anecdotal record technique

Genel Eğitim Sınıflarındaki Özel Gereksinimli Öğrencilerin Sergilediği Problem Davranışlar İle Davranış Sonrası Öğretmen Tepkilerinin İncelenmesi

Öz

Bu çalışmada, genel eğitim sınıflarındaki özel gereksinimli öğrencilerin sergilediği problem
davranışlar ile davranış sonrası öğretmen tepkilerinin incelenmesi amaçlanmıştır. Araştırmaya
Bolu İli’ndeki ilkokullarda görev yapan, sınıfında kaynaştırma öğrencisi olan ve sınıfında
gözlem yapılmasına izin veren 72 sınıf öğretmeni ile bu sınıflardaki özel gereksinimli öğrenciler
katılmıştır. Araştırma verilerinin toplanmasında anekdot kaydı tekniği kullanılmıştır. Veriler
üç bağımsız gözlemci tarafından toplanmış; verilerin çözümlenmesinde betimsel analizden
yararlanılmıştır. Çalışmanın sonunda öğretmenlerin, öğrencilerin problem davranışlarına en
sık dersin 11. dakikası ile 20. dakikası arasında tepki gösterdikleri; en sık öğrencilerin izinsiz
sınıfta gezinme ve arkadaşı ile konuşma davranışlarına tepkide bulundukları ve en çok sözel
uyarma (sessiz ol, dersi dinle, yerinde otur, konuşma, parmak kaldır vb.) tepkilerini verdikleri
belirlenmiştir. 

Anahtar Kelimeler

problem davranışlar, öğretmen tepkileri, kaynaştırma, özel gereksinimli öğrenci, anekdot kaydı tekniği

Kaynakça

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