COVİD-19 PANDEMİSİ SÜRECİNDE ÖĞRETMEN VE EBEVEYN GÖZÜNDEN “ÖZEL EĞİTİM”

Yıl 2020, SALGIN SÜRECİNDE TÜRKİYE'DE VE DÜNYADA EĞİTİM, 439 - 458, 29.12.2020

Fatma Betül Şenol , Münevver Can Yaşar

https://doi.org/10.37669/milliegitim.787808

Cited By: 18

Öz

Öz: Çalışma, bir anda küresel bir kriz haline gelen Covid-19 pandemisi sürecinde verilen özel eğitimin öğretmen ve ebeveyn görüşleri doğrultusunda incelenmesi amacıyla yapılmıştır. Araştırmada nitel araştırma çeşitlerinden tipik durum çalışması yöntemi kullanılmıştır. Araştırma kapsamında 2019-2020 eğitim öğretim yılı bahar döneminde Afyon/Karahisar il Millî Eğitim Müdürlüğü’ne bağlı özel eğitim kurumlarında görev yapan 14 özel eğitim öğretmeni ve 21 ebeveyn ile görüşme yapılmıştır. Çalışmada özel eğitim öğretmelerinin ve özel gereksinimi olan çocukların ebeveynlerinin pandemi sürecinde verilen eğitime ilişki görüşlerini incelenmek için yarı yapılandırılmış görüşmeler yapılmıştır. Veriler, Temmuz-Ağustos 2020 tarihleri arasında, öğretmen ve ebeveynlerin uygun olduğu zamanlarda telefon ile yapılan görüşmelerle toplanmıştır. Elde edilen verilerin analizinde içerik analiz tekniği kullanılmıştır. Çalışmadan elde edilen sonuçlar, pandemi sürecinde özel gereksinimi olan çocukların eğitimlerinin olumsuz etkilendiğini göstermektedir. Bu olumsuzlukları gidermek için öğretmen ve ebeveyn boyutunda yapılması gereken önemli müdahaleler bulunduğu söylenebilir.

Anahtar Kelimeler

Covid 19, pandemi, özel eğitim, özel gereksinimi olan çocuklar, uzaktan eğitim

"SPECIAL EDUCATION" BY THE TEACHER AND THE PARENT DURING THE COVID-19 PANDEMIC PROCESS

Öz

The study was conducted in order to examine the special education given during the Covid-19 pandemic, which suddenly became a global crisis, in line with the opinions of teachers and parents. Typical case study method, one of the qualitative research types, was used in the study. Within the scope of the research, 21 parents and 14 special education teachers who work in private education institutions affiliated to Afyon/Karahisar Provincial Directorate of National Education were interviewed in the spring semester of the 2019-2020 academic year. In the study, semi-structured interviews were conducted to examine the opinions of special education teachers and parents of children with special needs regarding the education provided during the pandemic process. The data were collected between July and August 2020, by phone calls whenever available to teachers and parents. Content analysis technique was used in the analysis of the data obtained. The results obtained from the study show that the education of children with special needs was negatively affected during the pandemic process. It can be said that there are important interventions that need to be done at the level of teacher and parent in order to eliminate these negativities.

Anahtar Kelimeler

Covid 19, pandemic, special education, children with special needs, distance education

Kaynakça

• BOZKURT, A., JUNG, I., XIAO, J., VLADIMIRSCHI, V., ................ & de COËTLOGO, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/https://doi.org/10.5281/zenodo.3878572
• BOZKURT, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. AUAd, 6(3), 112–142.
• BURGESS, S., & SIEVERTSEN, H.H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. Retrieved August 12, 2020, from VOX CEPR Policy Portal website: https://voxeu.org/article/impact-covid-19-education
• CDC. (2020). Center for Disease Control and Prevention [CDC] caring for children: Tips to keep children healthy while school’s out. Retrieved August 20, 2020, from https://www.cdc.gov/coronavirus/2019-ncov/prepare/children.html
• CRESWELL, J.W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Upper Saddle River, NJ: Pearson.
• ETF. (2020). Coping with COVID-19: Mapping education and training responses to the health crisis in ETF partner countries. Torino, Italy: ETF Publishing.
• FRONAPFEL, B.H., & DEMCHAK, M. (2020). School’s out for COVID-19: 50 Ways BCBA trainees in special education settings can accrue ındependent fieldwork experience hours during the pandemic. Behavior Analysis in Practice, 13(2), 312–320. https://doi.org/10.1007/s40617-020-00434-x
• GLASSY, D., & TANDON, P. (2020). Getting children and teens outside while social distancing for COVID-19. Retrieved August 26, 2020, from American Academy of Pediatrics [AAP] website: https://www.healthychildren.org/English/health-issues/conditions/COVID-19/Pages/Getting-Children-and-Teens-Outside-While-Social-Distancing.aspx
• GOLDSCHMIDT, K. (2020). The COVID-19 Pandemic: Technology use to support the wellbeing of children. Journal of Pediatric Nursing, 53, 88–90. https://doi.org/10.1016/j.pedn.2020.04.013
• GUERNSEY, L., ISHMAEL, K., & PRESCOTT, S. (2020). Online learning in the wake of COVID-19 tips and resources for PreK-12 with equity in mind. Retrieved August 21, 2020, from New America website: https://www.newamerica.org/education-policy/edcentral/online-learning-wake-covid-19/
• IIVARI, N., SHARMA, S., & VENTÄ-OLKKONEN, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
• KARİP, E. (2020). COVID-19: Okulların kapatılması ve sonrası. Retrieved August 12, 2020, from https://tedmem.org/vurus/covid-19-okullarin-kapatilmasi-ve-sonrasi
• LEE, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
• LİVİNGSTONE, S., & HELSPER, E. (2007). Gradations in digital inclusion: children, young people and the digital divide. New Media & Society, 9(4), 671–696. https://doi.org/10.1177/1461444807080335
• MİLES, M.B., & HUBERMAN, A.M. (1994). Qualitative data analysis (2nd editio). Thousand Oaks, CA: Sage Publications.
• OREOPOULOS, P., PAGE, M., & STEVENS, A. (2006). Does human capital transfer from parent to child? The intergenerational effects of compulsory schooling. Journal of Labor Economics, 24(4), 729–760.
• ÖZER, M. (2020). Türkiye’de COVID-19 Salgını sürecinde Milli Eğitim Bakanlığı tarafından atılan politika adımları. Kastamonu Eğitim Dergisi, 28(3), 1124–1129. https://doi.org/10.24106/kefdergi.722280
• PAPAGİANNİDİS, S., HARRİS, J., & MORTON, D. (2020). WHO led the digital transformation of your company? A reflection of IT related challenges during the pandemic. International Journal of Information Management, 102166. https://doi.org/10.1016/j.ijinfomgt.2020.102166
• PATTON, M.Q. (2018). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (2rd. Ed.). Ankara: Pegem Akademi.
• PEDRÒ, F. (2012). Connected minds : Technology and today’s learners. Paris: Organisation for Economic Co-operation and Development (OECD), 2012.
• SAAVEDRA, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. Retrieved August 17, 2020, from World Bank website: https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic
• UNESCO. (2020). UNESCO Futures of Education Commission urges planning ahead against increased inequalities in the aftermath of the Covid-19. Retrieved August 13, 2020, from https://en.unesco.org/news/unesco-futures-education-commission-urges-planning-ahead-against-increased-inequalities
• UNESCO Futures of Education. (2020). Protecting and Transforming education for shared futures and common humanity a joint statement on the COVID‐19 Crisis. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373207/PDF/373207eng.pdf.multi
• VIAL, G. (2019). Understanding digital transformation: A review and a research agenda. The Journal of Strategic Information Systems, 28(2), 118–144. https://doi.org/10.1016/j.jsis.2019.01.003
• WARSCHAUER, M. (2002). Reconceptualizing the digital divide. First Monday, 7(7). https://doi.org/10.5210/fm.v7i7.967
• YIN, R.K. (2003). Case study research: Design and methods (3rd Ed.). Thousand Oaks, CA: Sage.
• YILDIRIM, A., & ŞİMŞEK, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.