Araştırma Makalesi
BibTex RIS Kaynak Göster

Professional Development Needs of Educator Regarding Inclusive Education

Yıl 2021, Cilt: 18 Sayı: Eğitim Bilimleri Özel Sayısı, 4151 - 4175, 15.09.2021
https://doi.org/10.26466/opus.845376

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.

Kaynakça

  • Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H. ve İşcen, F. (2014). The needs of ınclusive preschool teachers about ınclusive practices. Eurasian Journal of Educational Research, 54, 39-60.
  • Aktan, O. (2020). Determination of educational needs of teachers regarding the education of ınclusive students with learning disability. International Journal of Contemporary Educational Research, 7(1), 149-164.
  • Andreozzi P. and Pietrocarlo A. (2017). Educational Inclusion and Organization. In: Dovigo F. (eds) Special Educational Needs and Inclusive Practices. Studies in Inclusive Education. SensePublishers, Rotterdam.
  • Aslan, Y. G. (2020). Experiences of Turkish Preschool Teachers for including children with autism spectrum disorders:challanges faced and methods used. International Journal of Psychology and Educational Studies, 7(2),37-49.
  • Berry, R. A. W. (2009). Voices of experience: General education teachers on teaching students with disabilities, 15(6), 627-648.
  • Brownell, M. T. V. and Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behaviour problems. Teacher Education and Special Education, 22(3), 154-164.
  • Burstein, N., Sears, S., Wilcoxen, A., Cabello, B. and Spagna, M. (2004). Moving towards ınclusive practices. Remedial and Special Education,25(2), 104-116.
  • Chitiyo, M., Hughes, E. M., Chitiyo, G., Changara ,D. M., Phiri, A. I., Haihambo, C., Taukeni, S. G. and Dzenga, C. G. (2019). Exploring teachers’ special and ınclusive education professional development needs in Malawi, Namibia and Zimbabwe. International Journal of Whole Schooling, 15(1),28-49.
  • Chitiyo, M., Kumedzro, F. K., Hughes, E. M. and Ahmed, S. (2019). Teachers’ professional development needs regarding inclusive education in ghane. International Journal of Whole Schooling, 15(2),53-79.
  • Cole, C. M., Waldron, N. and Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2), 136-144.
  • Commission of the European Communities (2007). Communication from the Commission to the Council and the European Parliament: Improving the quality of teacher education. https://eurlex.europa.eu/legalcontent/EN/TXT/PDF/?uri=CELEX:52007DC0392&from=EN
  • Çakıroğlu, A. ve Kuruyer, H. G. (2017). Sınıf öğretmenlerinin özel öğrenme güçlüğü olan öğrencilerin eğitsel değerlendirme ve eğitsel müdahale sürecinde görüş ve uygulamaları. International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 539-555.
  • Ergin, İ., Akseki, B. ve Deniz, E. (2012). İlköğretim okullarında görev yapan sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçları. Elektronik Sosyal Bilimler Dergisi, 11(42), 55-66.
  • Ferguson, D. L. (1996). Is it inclusion yet? Bursting the bubbles. In M. S. Berres, D. L.
  • Ferguson, P. Knoblock, and C. Woods (1996). Creating tomorrow’s schools today: Stories of inclusion, change, and renewal, New York, NY: Teaches College Press.
  • Ferguson, D. L., Kozleski, E. B. and Smith, A. (2003). Transformed, inclusive schools: A frame- work to guide fundamental change in urban schools. Effective Education for Learners with Exceptionalities, 15, 4374.
  • Ferriday, G. and Cantali, D. (2020). Teachers talk about inclusion…but can they implement it in their classroom? Exploring teachers’ views on inclusion in a Scottish secondary school. Support for Learning, 35(2),144-162.
  • Flem, A., Moen, T. and Gudmundsdottir, S. (2004). Towards inclusive schools: A study of inclusive education in practice. European Journal of Special Needs Education, 19(1), 85-98.
  • Florian, L. and Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education inclusive education, Teaching and Teacher Education, 25, 594-601.
  • Friend, M. (2007). The co-teaching partnership. Educational Leadership, 64(5), 48–51.
  • Gameros, P. (1995). The visionary principal and inclusion of students with disabilities. NASSP Bulletin, 79(568), 15-17.
  • Hammond, L. D. (1998). Teacher learning that supports student learning, Educational Leadership, 55(5), 6-11.
  • Hansen, J. H., Carrington, S., Jensen, C. R., Molbæk, M. and Secher Schmidt, M. C. (2020). The collaborative practice of inclusion and exclusion. Nordic Journal of Studies in Educational Policy, 6(2), 1–11.
  • Hanushek, E. A. and Raymond, M. E. (2003). Improving educational quality: How best to evaluate our schools? In Y. Kodrzycki (Ed.), Education in the 21st century: Meeting the challenges of a changing world (p.193-224). Boston, MA: Federal Reserve Bank of Boston.
  • Hart, C. (2001). Doing a Literature Review, London: Sage Publications.
  • Holloway, J. H. (2001). Inclusion and students with learning disabilities. Educational Leadership, 58(6), 86-88.
  • Hornby, G. (2011). Inclusive education for children with special educational needs: A critique. International Journal of Disability, Development and Education, 58(3), 321-329.
  • Manrique, A. L., Dirani, E. A. T., Frere, A. F., Moreira, G. E. and Arezes, P. M. (2018). Teachers’ perceptions on inclusion in basic school, International Journal of Educational Management, 33(2)9,409-419.
  • Majoko, T. (2017). Zimbabwean early childhood education special needs education teacher preparation for inclusion. International Journal of Special Education, 32(4),671-696.
  • MEB (2008). Sınıf öğretmenlerinin hizmet içi eğitim ihtiyacının belirlenmesi. Ankara.
  • Mittler, P. (2000). Working towards inclusive social contexts. London: David Fulton.
  • Moreno, J. A. C., Jaén, M. D. M., Navío, E. P. and Moreno, J. R. (2015). Inclusive education in schools in rural ares. New Approaches in Educational Research, 4(2), 107-114.
  • Moriña, A., Perera and Carballo, R. (2020). Training needs of academics on inclusive education and disability. Sage Journals, 10(3), 1-10.
  • Mulrow, C. D. (1994). Rationale for systematic reviews. BMJ, 309, 597-599.
  • Nakken, H. and Pijl, S. J. (2002). Getting along with classmates in regular schools: A review of the effects of integration on the development of social relationships. International Journal of Inclu¬sive Education, 6, 47–61.
  • Pınar, E. S. (2014). Identification of inclusive education classroom teachers’ views and needs regarding in-service training on special education in Turkey. Educational Research and Reviews,9(20), 1097-1108.
  • Rea, P. J., McLaughlin, V. L and Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68, 203-222.
  • Rose, D., Meyer, A. and Hitchcock, C. (2011). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
  • Sebba, J. and Sachdev, D. (1997). What works in inclusive education? Ilford: Barnardo’s.
  • Stella, C. S. C., Forlin, C. and Lan, A. M. (2007). The influence of inclusive education course on attitude change of pre-service secondary teacher in Hong-Kong, Asia Pacific Journal of Teacher Education, 35(2), 161-179.
  • Synder, R. F. (1999). Inclusion: A qualitative study of inservice genereal education teachers’ attitudes and concerns. Education,120(1),173.
  • Tkachyk, R. E. (2013). Questioning secondary inclusive education: Are inclusive classrooms always best for students ? Interchange, 44, 15–24.
  • Vaughn, S. and Swanson, E. (2015). Special education research advances knowledge in education. Exceptional Children, 82(1), 11-24.

Eğitimcilerin Kaynaştırmaya Yönelik Mesleki Gelişim İhtiyaçları

Yıl 2021, Cilt: 18 Sayı: Eğitim Bilimleri Özel Sayısı, 4151 - 4175, 15.09.2021
https://doi.org/10.26466/opus.845376

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.

Kaynakça

  • Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H. ve İşcen, F. (2014). The needs of ınclusive preschool teachers about ınclusive practices. Eurasian Journal of Educational Research, 54, 39-60.
  • Aktan, O. (2020). Determination of educational needs of teachers regarding the education of ınclusive students with learning disability. International Journal of Contemporary Educational Research, 7(1), 149-164.
  • Andreozzi P. and Pietrocarlo A. (2017). Educational Inclusion and Organization. In: Dovigo F. (eds) Special Educational Needs and Inclusive Practices. Studies in Inclusive Education. SensePublishers, Rotterdam.
  • Aslan, Y. G. (2020). Experiences of Turkish Preschool Teachers for including children with autism spectrum disorders:challanges faced and methods used. International Journal of Psychology and Educational Studies, 7(2),37-49.
  • Berry, R. A. W. (2009). Voices of experience: General education teachers on teaching students with disabilities, 15(6), 627-648.
  • Brownell, M. T. V. and Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behaviour problems. Teacher Education and Special Education, 22(3), 154-164.
  • Burstein, N., Sears, S., Wilcoxen, A., Cabello, B. and Spagna, M. (2004). Moving towards ınclusive practices. Remedial and Special Education,25(2), 104-116.
  • Chitiyo, M., Hughes, E. M., Chitiyo, G., Changara ,D. M., Phiri, A. I., Haihambo, C., Taukeni, S. G. and Dzenga, C. G. (2019). Exploring teachers’ special and ınclusive education professional development needs in Malawi, Namibia and Zimbabwe. International Journal of Whole Schooling, 15(1),28-49.
  • Chitiyo, M., Kumedzro, F. K., Hughes, E. M. and Ahmed, S. (2019). Teachers’ professional development needs regarding inclusive education in ghane. International Journal of Whole Schooling, 15(2),53-79.
  • Cole, C. M., Waldron, N. and Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2), 136-144.
  • Commission of the European Communities (2007). Communication from the Commission to the Council and the European Parliament: Improving the quality of teacher education. https://eurlex.europa.eu/legalcontent/EN/TXT/PDF/?uri=CELEX:52007DC0392&from=EN
  • Çakıroğlu, A. ve Kuruyer, H. G. (2017). Sınıf öğretmenlerinin özel öğrenme güçlüğü olan öğrencilerin eğitsel değerlendirme ve eğitsel müdahale sürecinde görüş ve uygulamaları. International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 539-555.
  • Ergin, İ., Akseki, B. ve Deniz, E. (2012). İlköğretim okullarında görev yapan sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçları. Elektronik Sosyal Bilimler Dergisi, 11(42), 55-66.
  • Ferguson, D. L. (1996). Is it inclusion yet? Bursting the bubbles. In M. S. Berres, D. L.
  • Ferguson, P. Knoblock, and C. Woods (1996). Creating tomorrow’s schools today: Stories of inclusion, change, and renewal, New York, NY: Teaches College Press.
  • Ferguson, D. L., Kozleski, E. B. and Smith, A. (2003). Transformed, inclusive schools: A frame- work to guide fundamental change in urban schools. Effective Education for Learners with Exceptionalities, 15, 4374.
  • Ferriday, G. and Cantali, D. (2020). Teachers talk about inclusion…but can they implement it in their classroom? Exploring teachers’ views on inclusion in a Scottish secondary school. Support for Learning, 35(2),144-162.
  • Flem, A., Moen, T. and Gudmundsdottir, S. (2004). Towards inclusive schools: A study of inclusive education in practice. European Journal of Special Needs Education, 19(1), 85-98.
  • Florian, L. and Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education inclusive education, Teaching and Teacher Education, 25, 594-601.
  • Friend, M. (2007). The co-teaching partnership. Educational Leadership, 64(5), 48–51.
  • Gameros, P. (1995). The visionary principal and inclusion of students with disabilities. NASSP Bulletin, 79(568), 15-17.
  • Hammond, L. D. (1998). Teacher learning that supports student learning, Educational Leadership, 55(5), 6-11.
  • Hansen, J. H., Carrington, S., Jensen, C. R., Molbæk, M. and Secher Schmidt, M. C. (2020). The collaborative practice of inclusion and exclusion. Nordic Journal of Studies in Educational Policy, 6(2), 1–11.
  • Hanushek, E. A. and Raymond, M. E. (2003). Improving educational quality: How best to evaluate our schools? In Y. Kodrzycki (Ed.), Education in the 21st century: Meeting the challenges of a changing world (p.193-224). Boston, MA: Federal Reserve Bank of Boston.
  • Hart, C. (2001). Doing a Literature Review, London: Sage Publications.
  • Holloway, J. H. (2001). Inclusion and students with learning disabilities. Educational Leadership, 58(6), 86-88.
  • Hornby, G. (2011). Inclusive education for children with special educational needs: A critique. International Journal of Disability, Development and Education, 58(3), 321-329.
  • Manrique, A. L., Dirani, E. A. T., Frere, A. F., Moreira, G. E. and Arezes, P. M. (2018). Teachers’ perceptions on inclusion in basic school, International Journal of Educational Management, 33(2)9,409-419.
  • Majoko, T. (2017). Zimbabwean early childhood education special needs education teacher preparation for inclusion. International Journal of Special Education, 32(4),671-696.
  • MEB (2008). Sınıf öğretmenlerinin hizmet içi eğitim ihtiyacının belirlenmesi. Ankara.
  • Mittler, P. (2000). Working towards inclusive social contexts. London: David Fulton.
  • Moreno, J. A. C., Jaén, M. D. M., Navío, E. P. and Moreno, J. R. (2015). Inclusive education in schools in rural ares. New Approaches in Educational Research, 4(2), 107-114.
  • Moriña, A., Perera and Carballo, R. (2020). Training needs of academics on inclusive education and disability. Sage Journals, 10(3), 1-10.
  • Mulrow, C. D. (1994). Rationale for systematic reviews. BMJ, 309, 597-599.
  • Nakken, H. and Pijl, S. J. (2002). Getting along with classmates in regular schools: A review of the effects of integration on the development of social relationships. International Journal of Inclu¬sive Education, 6, 47–61.
  • Pınar, E. S. (2014). Identification of inclusive education classroom teachers’ views and needs regarding in-service training on special education in Turkey. Educational Research and Reviews,9(20), 1097-1108.
  • Rea, P. J., McLaughlin, V. L and Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68, 203-222.
  • Rose, D., Meyer, A. and Hitchcock, C. (2011). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
  • Sebba, J. and Sachdev, D. (1997). What works in inclusive education? Ilford: Barnardo’s.
  • Stella, C. S. C., Forlin, C. and Lan, A. M. (2007). The influence of inclusive education course on attitude change of pre-service secondary teacher in Hong-Kong, Asia Pacific Journal of Teacher Education, 35(2), 161-179.
  • Synder, R. F. (1999). Inclusion: A qualitative study of inservice genereal education teachers’ attitudes and concerns. Education,120(1),173.
  • Tkachyk, R. E. (2013). Questioning secondary inclusive education: Are inclusive classrooms always best for students ? Interchange, 44, 15–24.
  • Vaughn, S. and Swanson, E. (2015). Special education research advances knowledge in education. Exceptional Children, 82(1), 11-24.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

İrem Girgin 0000-0002-5361-9945

Yayımlanma Tarihi 15 Eylül 2021
Kabul Tarihi 17 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 18 Sayı: Eğitim Bilimleri Özel Sayısı

Kaynak Göster

APA Girgin, İ. (2021). Eğitimcilerin Kaynaştırmaya Yönelik Mesleki Gelişim İhtiyaçları. OPUS International Journal of Society Researches, 18(Eğitim Bilimleri Özel Sayısı), 4151-4175. https://doi.org/10.26466/opus.845376