Okul Öncesi Kaynaştırma Sınıflarındaki Öğretmenlerin, Özel Gereksinimli ve Risk Grubu Çocukların Sınıf İçi Davranışlarının İncelenmesi

Yıl 2016, Cilt: 17 Sayı: 02, 141 - 162, 05.08.2016

Şeyda Demir

https://doi.org/10.21565/ozelegitimdergisi.246292

Cited By: 5

Öz

Okul
öncesinde kaynaştırma uygulamaları, birçok uzman ve öğretmen tarafından özel
gereksinimli (ÖG) çocuklar için en iyi uygulamalar olarak görülmektedir. Ancak
okul öncesi sınıflarda çalışan öğretmenler ve sınıflarındaki ÖG çocukların
davranışlarının gözlemlendiği araştırmalar sınırlı sayıdadır. Bu nedenle araştırmanın amacı,
sınıfında ÖG ve öğretmen görüşlerine göre risk grubu (RG) olduğu düşünülen
çocuk olan okul öncesi öğretmenlerinin ve bu çocukların sınıf içi
davranışlarının incelenmesidir. Betimsel bir araştırma olan bu çalışmada,
Ankara’da bağımsız bir anaokulunda çalışan on yedi okul öncesi öğretmeni ile
sınıflarındaki ÖG ya da RG çocukların davranışları, masa başı etkinlikler (MBE)
ve serbest zaman etkinliklerinde (SZE) yarımşar saat kamera ile kaydedilmiştir.
Video kayıtları, geliştirilen gözlem kayıt formları ile izlenmiş; böylece
öğretmen ve ÖG ya da RG çocuk davranışları değerlendirilmiştir. Gözlem
sonuçları, öğretmenlerin MBE ve SZE’de ÖG ya da RG çocukla benzer şekilde
etkileşim kurduğunu, her iki etkinlikte de ÖG ya da RG çocuğa yönelik benzer
sayıda olumlu davranış sergilediğini, olumsuz davranışlarının çok az olduğunu
göstermiştir. ÖG ya da RG çocuklar ise akranlarıyla SZE’de MBE’ye oranla daha
çok etkileşim kurmuşlar, SZE’de akranları ve öğretmenleriyle olumlu
etkileşimlerinin sıklığı MBE’ye göre biraz daha fazla olmuştur. Her iki
etkinlikte de akranları ve öğretmenlerine yönelik olumsuz etkileşim
sıklıklarının da benzer olduğu görülmüştür. Ayrıca hem MBE hem de SZE için
problem davranışlarının oranı benzer bulunmuş, çocukların MBE’nin yarısına
yakınında verilen görev üzerinde çalıştıkları belirlenmiştir. Bulgular ilgili
alanyazın çerçevesinde tartışılmıştır.

Anahtar Kelimeler

Kaynaştırma/bütünleştirme, okul öncesi sınıflar, sınıf içi öğretmen ve çocuk davranışları, gözlem

Kaynakça

• davranışlarını inceleyen araştırmaların artması bu davranışları yordayan değişkenlerin belirlenerek öğretmen ve
• çocuklar için geliştirilecek olan müdahale programlarının içeriklerinin oluşturulmasına temel oluşturabilecektir.
• Akalın, S. (2007). İlköğretim birinci kademedeki sınıf öğretmenleri ile kaynaştırma öğrencisi olan ve olmayan öğrencilerin sınıf içi davranışlarının incelenmesi (Yayınlanmamış yüksek lisans tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara, Türkiye. http://tez.yok.gov.tr/UlusalTezMerkezi adresinden elde edilmiştir. (Tez No. 234603)
• Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H., & İşcen, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 54, 39-60.
• Alberto, P. A., & Troutman, A. C. (2010). Applied behavior analysis for teachers (9th ed.). Columbus: Ohio Merrill.
• Allen, K. E., & Cowdery, G. E. (2015). The exceptional child. Inclusion in early childhood education (8th ed.). Belmont, CA: Delmar Cengage Learning.
• Anderson, K. M. (2007). Differentiating instruction to include all students. Preventing School Failure, 51(3), 49- 54.
• Arnold, D. H., McWilliams, L., & Arnold, E. H. (1998). Teacher discipline and child misbehavior in day care: Untangling causality with correlational data. Developmental Psychology, 34(2), 276-287.
• Aykır, T., & Çifci-Tekinarslan, İ. (2012). Okul öncesi dönemdeki zihinsel yetersizliği olan ve olmayan çocukların sosyal becerileri ve problem davranışlarının karşılaştırılması. Kastamonu Eğitim Dergisi, 20(2), 627-648.
• Baker, B. L., Blacher, J., Crnic, K. A., & Edelbrock, C. (2002). Behavior problems and parenting stress in families of three-year-old children with and without developmental delays. American Journal on Mental Retardation, 107(6), 433-444.
• Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934-946.
• Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2011). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60-79.
• Bronson, B., Hauser-Cram, P., & Erickson-Warfield, M. (1995). Classroom behaviors of preschool children with and without developmental disabilities. Journal of Applied Developmental Psychology, 16, 371-390.
• Bruns, D. A., & Mogharreban, C. C. (2007). The gap between beliefs and practices: Early childhood practitioners' perceptions about inclusion. Journal of Research in Childhood Education, 21(3), 229-241.
• Buell, M. J., Hallam, R., Gamel-McCormick, M., & Scheer, S. (1999). A survey of general and special education teachers’ perceptions and in-service needs concerning inclusion. International Journal of Disability, Development and Education, 46(2), 143-156.
• Carta, J. J., Greenwood, C. R., & Atwater, J. B. (1985). ESCAPE: Eco-behavioral system for complex assessments of preschool environments. Unpublished manual. Kansas City: University of Kansas, Bureau of Child Research, Juniper Gardens Children’s Project.
• Casey, A. M., & McWilliam, R. A. (2008). Graphical feedback to increase teachers' use of incidental teaching. Journal of Early Intervention, 30(3), 251-268.
• Chang, Y. C., Shih, W., & Kasari, C. (2016). Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? Autism, 20(1), 65-74.
• Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693-710.
• Conroy, M. A., & Brown, W. H. (2004). Early identification, prevention, and early intervention with young children at risk for emotional or behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224-236. Retrieved from http://www.jstor.org/stable/23889471
• Cotton, K. (1988). Monitoring student learning in the classroom. Northwest Regional Educational Laboratory. Retrieved from http://educationnorthwest.org/sites/default/files/monitoring-student-learning.pdf
• Craig-Unkefer, L. A., & Kaiser, A. P. (2002). Improving the social communication skills of at-risk preschool children in a play context. Topics in Early Childhood Education, 22(1), 3-13.
• Crane-Mitchell, L., & Hedge, A.V. (2007). Belief and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28(4), 353-366.
• Çifci, İ., Yıkmış, A., & Akbaba-Altun, S. (2001). Kaynaştırma sınıflarında çalışan öğretmenlerin kaynaştırılmış öğrencilere yönelik pekiştireç kullanma durumlarının belirlenmesi. XI. Ulusal Özel Eğitim Kongresi serbest bildiri. Konya: Eğitim Kitapevi Yayınları, 217-229.
• Dias, P. C., & Cadime, I. (2016). Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool. European Journal of Special Needs Education, 31(1), 111-123.
• Eiserman, W. D., Shisler, L., & Healey, S. (1995). A community assessment of preschool providers' attitudes toward inclusion. Journal of Early Intervention, 19(2), 149-167.
• Erbaş, D., Kırcaali-İftar, G., & Tekin-İftar, E. (2004). İşlevsel değerlendirme. Davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma süreci. Ankara: Kök Yayıncılık.
• File, N., & Kontos, S. (1992). Indirect service delivery through consultation: Review and implications for early intervention. Journal of Early Intervention, 16(3), 221-233.
• Gal, E., Schreur, N., & Engel-Yeger, B. (2010). Inclusion of children with disabilities: Teachers’ attitudes and requirements for environmental accommodations. International Journal of Special Education, 25(2), 89-99.
• Gemmel-Crosby, S., & Redditi-Hanzlik, J. (1994). Preschool teachers' perceptions of including children with disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 29(4), 279- 290.
• Gettinger, M., Stoiber, K. C., Goetz, D., & Caspe, E. (1999). Competencies and training needs for early childhood inclusion specialists. Teacher Education and Special Education, 22(1), 41-54.
• Greenwood, C. R., & Carta, J. J. (1987). An ecobehavioral analysis of instruction within special education. Focus on Exceptional Children, 19(9), 1-12.
• Gunter, P. L., & Jack, S. L. (1994). Effects of challenging behaviors of students with EBD on teacher instructional behavior. Preventing School Failure, 38(3), 35-39.
• Guralnick, M. J. (1999). Family and child influences on the peer-related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities, 5(1), 21-29.
• Guralnick, M. J. (2001). Social competence with peers and early childhood inclusion: Need for alternative approaches. In M. J. Guralnick (Eds.), Early childhood inclusion: Focus on change (pp. 481-502). Baltimore, MD: Paul H Brookes Pub Co.
• Guskey, T. R. (2014). Evaluating professional learning. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 1215-1235). NY: Springer.
• Güner-Yıldız, N. (2015). Teacher and student behaviors in inclusive classrooms. Educational Sciences: Theory & Practice, 15(1), 177-184.
• Hammarberg, A. (2003). Preschool teachers’ perceived control and behaviour problems in children. (Unpublished doctoral thesis). Acta Universitatis Upsaliensis. Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences 123. 56 pp. Uppsala, ISBN 91-554-5544-1
• Hanrahan, J., Goodman, W., & Rapagna, S. (1990). Preparing mentally retarded students for mainstreaming: Priorities of regular class and special school teachers. American Journal on Mental Retardation, 94(5), 470-474.
• Harrop, A., & Daniels, M. (1986). Methods of time sampling: A reappraisal of momentary time sampling and partial interval coding. Journal of Applied Behavior Analysis, 19(1), 73-77.
• Henninger, W. R., & Gupta, S. S. (2014). How do children benefit from inclusion? In S. S. Gupta, W. R. Henninger, IV, & M. E. Vinh (Eds.), First steps to preschool inclusion: How to jumpstart your programwide plan (pp. 33-61). Baltimore, MD: Paul H. Brookes Publishing.
• Hestenes, L. L., & Carroll, D. E. (2000). The play interactions of young children with and without disabilities: Individual and environmental influences. Early Childhood Research Quarterly, 15(2), 229-246.
• Heward, W. L. (2013). Exceptional children. An introduction to special education (10th ed.). NJ: Pearson.
• Huang, H. H., & Diamond, K. E. (2009). Early childhood teachers' ideas about including children with disabilities in programmes designed for typically developing children. International Journal of Disability, Development and Education, 56(2), 169-182.
• Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289-302.
• Hundert, J. (2007). Training classroom and resource preschool teachers to develop inclusive class interventions for children with disabilities: Generalization to new intervention targets. Journal of Positive Behavior Interventions, 9(3), 159-173.
• Hutchings, J., Daley, D., Jones, K., Martin, P., Bywater. T., & Gwyn, R. (2007). Early results from developing and researching the Webster-Stratton Incredible Years Teacher Classroom Management Training Programme in North West Wales. Journal of Children’s Services, 2(3), 15-26. Individuals with Disabilities Education Act of 2004 Retrieved May 16, 2016, from https://www.gpo.gov/fdsys/pkg/PLAW-108publ446/html/PLAW-108publ446.htm
• Jack, S. L., Shores, R. E., Denny, R. K., Gunter, P. L., DeBriere, T., & DePaepe, P. (1996). An analysis of the relationship of teachers’ reported use of classroom management strategies on types of classroom interactions. The Journal of Behavioral Education, 6(1), 67-87.
• Kahng, S., Ingvarsson, E. T., Quigg, A. M., Seckinger, K. E., & Teichman, H. M. (2011). Defining and measuring behavior. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (pp. 113-131). NY: The Guilford Press.
• Karnes, M. B., Johnson, L. J., Cohen, T., & Shwedel, A. (1985). Facilitating school success among mildly and moderately handicapped children by enhancing task persistence. Journal of the Division for Early Childhood, 9(2), 151-161.
• Kern, L., Delaney, B., Clarke, S., Dunlap, G., & Childs, K. (2001). Improving the classroom behavior of students with emotional and behavioral disorders using individualized curricular modifications. Journal of Emotional and Behavioral Disorders, 9(4), 4239-4247.
• Lovell, R. W., & Reiss, A. L. (1993). Dual diagnoses. Psychiatric disorders in developmental disabilities. Pediatric Clinics of North America, 40(3), 579-592.
• MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education 29(1), 46-52.
• Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19(4), 203- 216.
• Martin, P. A., Daley, D., Hutchings, J., Jones, K., Eames, C., & Whitaker, C. J. (2010). The Teacher-Pupil Observation Tool (T-POT) development and testing of a new classroom observation measure. School Psychology International, 31(3), 229-249.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6- 17.
• McDermott, P. A. (1993). National standardization of uniform multisituational measures of child and adolescent behavior pathology. Psychological Assessment, 5(4), 413-424.
• McWilliam, R. A., & Bailey, D. B. Jr. (1995). Effects of classroom social structure and disability on engagement. Topics in Early Childhood Special Education, 15(2), 123-147.
• McWilliam, R. A., Trivette, C. M., & Dunst, C. J. (1985). Behavior engagement as a measure of the efficacy of early intervention. Analysis and Intervention in Developmental Disabilities, 5(1), 59-71.
• Milli Eğitim Bakanlığı (2006). Özel Eğitim Hizmetleri Yönetmeliği, 31.05.2006 tarihli, 26184 sayılı Resmi Gazete.
• Milli Eğitim Bakanlığı (2014). Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği, 26.09.2014 tarihli, 29072 sayılı Resmi Gazete.
• Merrell, K. W., & Holland, M. L. (1997). Social-emotional behavior of preschool-age children with and without developmental delays. Research in Developmental Disabilities, 18(6), 393-405.
• Milli Eğitim İstatistikleri: Örgün Eğitim: 2014-2015. T.C. Millî Eğitim Bakanlığı Strateji Geliştirme Başkanlığı. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2014_2015.pdf adresinden 10 Nisan 2016 tarihinde erişilmiştir.
• Milli Eğitim İstatistikleri: Örgün Eğitim: 2015-2016. Ankara: T.C. Millî Eğitim Bakanlığı Strateji Geliştirme Başkanlığı. http://sgb.meb.gov.tr/meb_iys_dosyalar/2016_03/30044345_meb_istatistikleri_orgun_egitim_2015_201 6.pdf adresinden 10 Nisan 2016 tarihinde erişilmiştir.
• O’Leary, K. D., & O’Leary, S. G. (1972). Classroom management: The successful use of behavior modification. New York: Pergamon Press Inc.
• Odom, S. L., & McEvoy, M. A. (1990). Mainstreaming at the preschool level: Potential barriers and tasks for the field. Topics in Early Childhood Special Education, 10(2), 48-61.
• Parker, C. (2011). Attitudes and perceptions of early childcare professionals in community-based programs in regard to inclusion of children with disabilities. (Unpublished master’s thesis). Honors College of the University of Southern Mississippi, Department of Child and Family Studies, Mississippi, USA.
• Porter, L. (2002). Educating young children with additional needs. Australia: Allen & Unwin.
• Sazak-Pınar, E., & Güner-Yıldız, N. (2013). Öğretmenlerin özel gereksinimli olan ve olmayan öğrencilerin akademik ve sosyal davranışları için kullandıkları onaylama ve onaylamama davranışlarının incelenmesi. Educational Sciences: Theory & Practice, 13(1), 541-556.
• Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34(3), 313-327.
• Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-service teachers’ attitudes, concerns and sentiments about inclusive education: An international comparison of novice pre-service teachers. International Journal of Special Education, 21(2), 80-93.
• Shores, R. E., & Wehby, J. H. (1999). Analyzing the classroom social behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 7(4), 194-199.
• Stanton-Chapman, T. L., & Brown, T. S. (2015). A strategy to increase the social interactions of 3-year-old children with disabilities in an inclusive classroom. Topics in Early Childhood Special Education, 35(1), 4-14.
• Sucuoğlu, B., Bakkaloğlu, H., Akalın, S., Demir, Ş., & İşcen-Karasu, F. (2015). The effects of the Preschool Inclusion Program on teacher outcomes in Turkey. Journal of Early Childhood Teacher Education, 36(4), 324-341.
• Sutherland, K. S., Conroy, M. A., Vo, A., Abrams, L., & Ogston, P. (2012). An initial evaluation of the teacher- child interaction direct observation system: Measuring teacher-child interaction behaviors in classroom settings. Assessment for Effective Intervention, 39(1), 12-23. Teach For America (2011). Instructional planning & delivery. Retrieved from http://www.teachingasleadership.org/sites/default/files/Related-Readings/IPD_2011.pdf on July 1st, 2016.
• Tekin-İftar, E. (2012). Eğitim ve davranış bilimlerinde tek denekli araştırmalar. Ankara: Türk Psikoloji Derneği.
• Tekin-İftar, E., & Kırcaali-İftar, G. (2004). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayın Dağıtım.
• Tomal, D. R. (2010). Action research for educators. United Kingdom: Rowman & Littlefield Education.
• Tsao, L., Odom, S. L., & Brown, W. B. (2001). Code for active student participation and engagement-Revised (CASPER III): A training manual for observers. Bloomington, IN: Indiana University.
• Wolery, M. (2011). Intervention research: The importance of fidelity measurement. Topics in Early Childhood Special Education, 31(3), 155-157. RESEARCH