Professional Development Needs of Educator Regarding Inclusive Education

Yıl 2021, Cilt: 18 Sayı: Eğitim Bilimleri Özel Sayısı, 4151 - 4175, 15.09.2021

İrem Girgin

https://doi.org/10.26466/opus.845376

Cited By: 2

Öz

Inclusive education is an effective way for both disabled and non-disabled students to fulfill their full potential in academic and social fields. It is important to find out teachers' professional needs for inclusive education to increase the effectiveness of inclusion. Therefore, the aim of this study is to create a systematic review article by bringing together independent studies in different languages on the educational needs of teachers who play a role in inclusive education. Systematic review consists of scanning the literature in order to answer a clinical question or to create a solution to the problem, determining the studies to be used with screening criteria and presenting the synthesis of these studies as a result of the article. Thus, Semantic Scholar, ERIC and Research Gate databases were scanned. Key words for the research were chosen to be “teachers’ educational needs”, “inclusive education” and “kaynaştırma”. As a result, 12 experimental studies in English and Turkish languages were included in this study. Reviewed articles were published in various countries between the years 2009 and 2020. As a result of the analysis, it is seen that the studies carried out in 2014, 2017, 2019 and 2020 are in majority. Also, quantitative research design (58.3%) was found to be the most preferred research design. On the other hand, the most preferred method related to the literature revealed to be the survey method (33.3%). In conclusion, it was revealed that educators need trainings for types of disabilities in order to be more effective in inclusive education.

Anahtar Kelimeler

Inclusion, Teacher education, Inclusive education

Eğitimcilerin Kaynaştırmaya Yönelik Mesleki Gelişim İhtiyaçları

Öz

Kaynaştırma eğitimi, engelli ve engelsiz öğrencilerin akademik ve sosyal alanlarda tam potansiyellerine ulaşmaları için etkili bir yoldur. Öğretmenlerin kaynaştırma eğitimine yönelik mesleki ihtiyaçlarının araştırılması kaynaştırma faaliyetlerinin etkililiğini artırmak açısından önem taşımaktadır. Dolayısıyla bu çalışmayla, kaynaştırma eğitiminde rol oynayan öğretmenlerin eğitsel ihtiyaçları ile ilgili yapılmış farklı dilde bağımsız çalışmalar bir araya getirilerek, bir sistematik derleme makalesi oluşturulması amaçlanmıştır. Sistematik derleme, klinik bir soruya yanıt ya da probleme çözüm oluşturmak amacıyla alanyazın taranması, eleme kriterleri ile kullanılacak çalışmaların belirlenmesi ve makalenin sonucunda da bu çalışmaların sentezinin sunulmasıyla meydana gelmektedir. Alanyazın taraması yapılırken, ERIC, Semantic Scholar, Researchgate veri tabanlarında “teachers’ educational needs”,”, ”inclusive education”, “kaynaştırma” anahtar kelimeleri aratılarak taranmıştır. Bu sistematik derleme çalışmasına dâhil edilen çalışmalar 2009-2020 yılları arasında yayımlanmış çeşitli ülkelerde yazılmış İngilizce ve Türkçe dillerindeki deneysel çalışmalardır. Bu ölçütleri karşıladığı belirtilen 12 deneysel makale incelenmiştir. Alan yazına ilişkin çalışmalar yayınlanma yıllarına göre incelendiğinde, 2014, 2017, 2019 ve 2020 yıllarında yapılan çalışmalar fazlalıkta görünmektedir. İncelenen çalışmalarda ağırlıklı olarak nicel çalışma deseninin (%58,3), nitel çalışma desenine (%43.7) kıyasla daha fazla tercih edildiği görülmüştür. Çalışmalar kullanılan araştırma yöntemlerine göre ele alındığında ise alanyazına ilişkin en çok tercih edilen desenin tarama deseni (%33,3) olduğu bulunmuştur. Alanyazına ilişkin makalelerin hepsinde de eğitimcilerin kaynaştırma eğitiminde daha etkili olabilmesi için, engel türlerine yönelik eğitimlere ihtiyaç duydukları belirtilmiştir.

Anahtar Kelimeler

Kaynaştırma, Öğretmen Eğitimi, Kaynaştırma Eğitimi

Kaynakça

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