Opinions of Students Receiving Education in Resource Room on In-tegration Practice and Problems They Encounter

Öz

The purpose of this study is to determine the opinions of students recei-ving education in resource room services regarding the effectiveness of sup-port education and the problems they encounter. This study was conducted using a case study, one of the qualitative research methods. Data in this study were collected between September 2023 and January 2024. Partici-pants were determined by purposive sampling and a total of 12 students were interviewed. The data were examined through content analysis. The themes that emerged after the analysis of the data were “physical problems, problems in practice, success and socialization”. The students receiving re-source room stated that although they were in advanced classes, many of them did not know how to read and write and generally had communica-tion problems. The students stated that they improved academically after receiving resource room, were able to cooperate with their own teachers, resource room teachers and friends, acquired problem-solving skills in mat-hematics class and began to understand what they read. It was concluded that students who resource room believed that they were valued, began to express themselves more comfortably, participated in classes, social activi-ties and games, and largely escaped peer bullying.

Anahtar Kelimeler

• Resource Room
• Case Study
• Inclusion
• Student Opinion
• Special Needs In-dividual

Destek Eğitim Odalarında Eğitim Gören Öğrencilerin Kaynaştırma Uygulamasına İlişkin Görüşleri ve Karşılaştıkları Sorunlar

Öz

Bu araştırmanın amacı destek eğitim odalarında eğitim gören öğrencile-rin destek eğitimin etkililiğine ilişkin görüşleri ve karşılaştıkları sorunları be-lirlemektir. Bu çalışmada nitel araştırma yöntemlerinden durum çalışması ile yürütülmüştür. Bu araştırmada veriler 2023 eylül ayı ile 2024 ocak ayı ara-sında toplanmıştır. Katılımcılar amaçlı örnekleme ile belirlenmiş olup toplam 12 öğrenci ile görüşme gerçekleştirilmiştir. Veriler içerik analizi yoluyla ince-lenmiştir. Verilerin analizi sonrası ortaya çıkan temalar “fiziksel sorunlar, uygulamadaki sorunlar, başarı ve sosyalleşme” şeklindedir. Destek eğitimi alan öğrenciler ileri sınıflarda olmalarına rağmen birçoğunun okuma ve yazma bilmedikleri ve genel olarak iletişim sorunu yaşadıklarını ifade etmiş-lerdir. Öğrenciler destek eğitim aldıktan sonra akademik olarak gelişme gös-terdikleri, kendi öğretmenleri, destek eğitimi öğretmenleri ve arkadaşlarıyla iş birliği yapabildikleri, matematik dersinde problem çözme becerisini edin-dikleri ve okuduklarını anlamaya başladıkları ifade etmişlerdir. Destek eği-timi alan öğrenciler destek eğitim aldıktan sonra değer gördüklerine inan-dıklarını, kendilerini daha rahat ifade etmeye başladıklarını, derslere, sosyal etkinliklere ve oyunlara katılım sağladıklarını ve akran zorbalığından büyük oranda kurtulduklarını ifade etmişlerdir.

Anahtar Kelimeler

• Destek Eğitim Odası
• Durum Çalışması
• Kaynaştırma
• Öğrenci Görüşü
• Özel eğitim

Kaynakça

1. Akay, Elif - Uzuner, Yıldız - Girgin, Ümit. “Problems and Solution Efforts in The Support Education Room Application Carried Out with Hearing-Impaired Students in The Inclusion Environment”. Journal of Qualitative Research in Education, 2(2), (2014). 43-68. [Online]. https://doi.org/10.14689/issn.2148-2624.1.3s3m Ministry of Family and Social Policies. Disabled and Elderly Statistics Bulletin. (2022). Access address: https://www.aile.gov.tr/media/98625/eyhgm_istatistik_bulteni_ocak_2022.pdf
2. Akay, Elif. “Teachers’ Opinions on The Attending of The Hearing-Impaired Students in The Inclusion Environment and The Resource Room Services”. Journal of Qualitative Research in Education, (33). (2023). https://doi.org/10.14689/enad.33.882
3. Al-Zoubii, Suhail Mahmoud - Abdel Rahmani, Majdoleen Sultan Bani. “The Effect of Resource Room on Improving Reading and Arithmetic Skills for Learners with Learning Disabilities”. The International Journal of Scientific Research in Education, 5(4), (2012). 269-277.
4. Amr, Muna - Al-Natour, Mayada - Al-Abdallat, Bassam - Alkhamra, Hatem. “Primary School Teachers’ Knowledge, Attitudes and Views On Barriers to Inclusion in Jordan”. International Journal of Special Education, 31(1), (2016). 67-77.
5. Aydin, Adnan. “Teachers’ Views on Educational Services Provided in The Support Education Room for Students with Mental Disabilities” (No 394745) (2015). [Master’s thesis, Abant İzzet Baysal University], National Thesis Center.
6. Batu, Sema – Kırcaali-İftar, Gönül. Kaynaştırma. Ankara: Kök Publishing. (2005).
7. Bentum, Kwesi. - Aaron Pg. “Does Reading Instruction in Learning Disability Resource Rooms Really Work?: A Longitudinal Study”. Reading Psychology, 24(3-4), (2003). 361-382.
8. Bozak, Burak - Çay, Evgin. “Teachers' Views on The Place and Importance of Support Education Rooms in Inclusion Practice”. Mustafa Kemal University Education Faculty Journal, 7(11), (2023). 1-18. https://doi.org/10.56677/mkuefder.1321255

9. Cankaya, Özlem - Korkmaz, İsa. “Evaluation of Inclusion Education Practices in Primary School 1st Stage According to The Views of Class Teachers”. Ahi Evran University Kırşehir Education Faculty Journal, 13(1), (2012). 1-16.
10. Cook, Bryan - Semmel, Melvyn - Gerber, Michael. “Attitudes of Principals and Special Education Teachers Toward the Inclusion of Students with Mild Disabilities: Critical Differences of Opinion”. Remedial and special education, 20(4), (1999). 199-207.
11. Çelik, Semiha. “Comparison of The Effectiveness and Efficiency of Direct Instruction and Simultaneous Prompting in Teaching Concepts To Children With Mental Retardation”. Unpublished Master's Thesis, Anadolu University, Eskişehir. (2007).
12. Dapudong, Richel. “Teachers’ Knowledge and Attitude Towards Inclusive Education: Basis for An Enhanced Professional Development Program”. International Journal of Learning and Development, 4(4), (2014). 1-24. https://doi.org/10.5296/ijld.v4i4.6116
13. Deniz, Emrullah - Çoban, Ahmet. “Teachers' Opinions on Inclusive Education”. Electronic Journal of Social Sciences, 18(70), (2019). 734-761.
14. Diken, İbrahim Halil. “Preservice Teachers' Efficacy and Opinions Toward Inclusion of Students with Mental Retardation”. Eurasian Journal of Educational Research, 23, (2006). pp, 72-81.
15. Gül, Seray Olçay - Vuran, Sezgin. “Views of Students with Special Needs Attending Regular Classes on Inclusion Practices and The Problems They Encounter”. Education and Science, 40(180). (2015). 169-195
16. Gürgür, Hasan - Kış. Arzu - Akçamete, Gönül. “Examining the Views of Prospective Teachers on Individual Support Services Provided to Inclusion Students”. Primary Education Online, 11(3), (2012). 689- 701.
17. Kale, Mustafa - Demir, Serkan. “Examining the Effect of Support Room Education in Primary Schools On Success in Turkish and Mathematics Courses”. TÜBAV Science Journal, 10(4), (2017). 48-58.
18. Kethley, Caroline. “Case Studies of Resource Room Reading Instruction for Middle School Students with High- Incidence Disabilities”. Unpublished Doctoral Thesis, The University of Texas, United States. (2005).
19. Loiacono, Vito - Valenti, Valerie. “General Education Teachers Need to Be Prepared to Co-Teach the Increasing Number of Children with Autism in Inclusive Settings”. International Journal of Special Education, 25(3), (2010). 24-32.
20. Lubin, Jacqueline - Fernal, Fabienne. “Barriers to Inclusion: Insights of Special and General Educators from The US And St. Lucia”. Journal of Research in Special Educational Needs, 21(1). (2021). https://doi.org/10.1111/1471-3802.12552
21. Ministry of National Education (MEB) “Special Education Services Regulation”. (2020). URL:
22. https://orgm.meb.gov.tr/meb_iys_dosyalar/2020_06/24163215_ozel_eYitim_yonetmeliYi_son_hali.pdf
23. Ministry of National Education (MEB) Official Statistics. (2023). URL: http://sgb.meb.gov.tr/www/resmi- istatistikler/icerik/64
24. Moody, Sally - Vaughn, Sharon - Hughes, Marie - Fischer, Merly. “Reading Instruction in The Resource Room: Set Up for Failure”. Exceptional children, 66(3), (2000). 305-316.
25. Ozdemir, Soner Mehmet. “A Study on The Effective Use of Educational Materials and In-Service Training Needs of Teachers Working In Curriculum Laboratory Schools”. Unpublished Master's Thesis, Gazi University, Ankara. (2000).
26. Sadioglu, Ömür - Bilgin, Asude - Batu, Sema - Oksal, Aynur. “Problems, Expectations and Suggestions of Classroom Teachers Regarding Inclusion”. Educational Sciences: Theory & Practice, 13(3), (2013). 1743-1765. https://doi.org/10.12738/estp.2013.3.1546
27. Semerci, Arif. “Opinions of Teachers and Administrators on The Competence of Classroom Teachers Working in The First Stage of Primary Education To Use Effective Materials (Antalya Sample)”. Unpublished Master's Thesis, Fırat University, Elazığ. (2006).
28. Saloviita, Timo. “Teacher Attitudes Towards the Inclusion of Students with Support Needs”. Journal of Research in Special Educational Needs.20(1), (2020). 64-73.
29. Söylemez, Salih - Kart, Ayşe Nur - Gökçe, Fidan Özbey. “Opinions of Special Education Teachers on The Education and Training Environments Of Students With Hearing Impairment”. International Scientific Research and Innovation Congress June 5-6, 2024 / Ankara, Turkey. (2024).
30. Sucuoğlu, Bülbin. “Mentally Disabled People and Their Education”. (9th Edition). Ankara: Kök Publishing. (2017).
31. Şengün, Gökhan. “Opinions and Recommendations of Education Administrators on Inclusive Education Practices”. Harran Maarif Journal, 7 (2), (2022). 273-289. doi: http://doi.org/10.22596/hej.1209409
32. Vural, Murat - Yıkmış, Ahmet. “Determination of The Studies Conducted By Inclusive Class Teachers On The Adaptation Of Instruction”. Abant İzzet Baysal University Journal of Education, 8(2), (2008). 141-159.
33. Yaman, Erkan. “The Effects of The Crowded Classrooms: What Are the Students Thinking?”. Kastamonu Education Journal, 18(2), (2010). 403-414.
34. Yıldırım, Ali - Şimşek, Hasan. “Qualitative Research Methods in Social Sciences”. Seçkin Publishing. (2016).
35. Yıldız, Hatice - Atamtürk, Nurdan. “Teacher's Opinions on Support Education in Primary Schools”. Educational Academic Research, 52, (2024). 123-143. http://doi.org/10.33418/education.142179