Evidence-Based Practices: Views, Knowledge and Support Status of Special Education Teachers

Yıl 2025, Erken Görünüm, 1 - 17

Samet Burak Taylan

https://doi.org/10.21565/ozelegitimdergisi.1512341

Öz

Introduction: Although the concept of evidence-based practice (EBP) initially emerged in the field of medicine, it has since extended into the field of special education, particularly as the effectiveness of interventions has gained increasing importance. The use of EBPs in special education plays a critical role in achieving desirable outcomes for children with special needs. However, the implementation of EBPs in this field may vary depending on several factors, such as teachers’ perspectives, their level of knowledge, and the support provided by school administrators. Therefore, this study examines special education teachers’ views and educational experiences related to EBPs, as well as their implementation status of these practices and the extent of support they get from school administrators.
Method: This study was conducted using a basic qualitative research design. The participants were 23 special education teachers, all of whom graduated from special education programs and had been working in the field for approximately five years on average. The research data were collected online through a standardized open-ended interview approach and analyzed using descriptive analysis.
Findings: The responses obtained from the teachers were categorized under four main themes: (1) perspectives on EBPs, (2) training and knowledge related to EBPs, (3) implementation of EBPs, and (4) administrative support for EBPs. The study revealed four primary findings. First, although most special education teachers considered EBPs important, their level of knowledge regarding these practices appeared to be limited. Additionally, it was found that the majority of these teachers had not been trained on EBPs during or after undergraduate education. The third key finding indicated that when teachers provided examples of EBPs they claimed to implement, they occasionally cited practices that were not evidence-based. Lastly, most teachers reported receiving little or no support from school administrators in employing EBPs. This assistance for those who recieved support was primarily limited to physical arrangements in the classroom environment.
Discussion: The findings of this study align with previous research regarding special education teachers’ educational experiences and knowledge related to EBPs. Considering the challenges teachers face in implementing EBPs and the lack of support from administrators, there appears to be a need for interventions at both the policy level and in terms of teacher competencies.

Anahtar Kelimeler

Evidence-based practice , special education teacher , school administrator , students with special needs , quality education

Kanıt Temelli Uygulamalar: Özel Eğitim Öğretmenlerinin Görüş, Bilgi ve Desteklenme Durumları

Öz

Giriş: Kanıt temelli uygulama (KTU) kavramı ilk olarak tıp alanında ortaya çıkmış olsa da müdahalelerin etkililiği konusunun önem kazanmasıyla birlikte özel eğitim alanına da erişmiştir. Özel eğitim alanında KTU’ların kullanımı, özel gereksinimli (ÖG) çocuklar için istendik çıktılara erişmede kilit role sahiptir. Özel eğitim alanında KTU’ların kullanımı ise öğretmenlerin görüşleri, bilgi düzeyleri ve yöneticilerin öğretmenlere sağladığı destekler gibi çeşitli faktörlere bağlı olarak değişim gösterebilmektedir. Bu nedenle, bu araştırmada özel eğitim öğretmenlerinin KTU’lara yönelik düşünceleri ve eğitim yaşantılarıyla birlikte KTU’lardan yararlanma ve okul yöneticileri tarafından desteklenme durumları incelenmiştir.
Yöntem: Araştırma, temel nitel araştırma olarak yürütülmüştür. Katılımcılar, tamamı üniversitelerin özel eğitim öğretmenliği bölümlerinden mezun olmuş ve alanda yaklaşık olarak ortalama 5 yıldır çalışmakta olan 23 öğretmendir. Araştırma verileri, standartlaştırılmış açık uçlu görüşme yaklaşımıyla çevrimiçi olarak toplanmış ve betimsel analiz yoluyla analiz edilmiştir.
Bulgular: Öğretmenlerden elde edilen yanıtlar, “KTU’lara yönelik düşünceler”, “KTU’lara yönelik eğitim alma ve bilgilenme”, “KTU’ları uygulama” ve “KTU’lar için yönetici desteği” olmak üzere dört ana temaya ayrılarak ele alınmıştır. Araştırmanın dört ana bulgusu ortaya çıkmıştır. İlk olarak, özel eğitim öğretmenlerinin çoğu KTU’ları önemli görseler de KTU’lara ilişkin bilgi düzeylerinin sınırlı olduğu görülmüştür. Bununla birlikte özel eğitim öğretmenlerinin çoğunun lisans eğitimleri sırasında ve mezuniyetleri sonrasında KTU’lar hakkında eğitim almadıkları bulunmuştur. Üçüncü ana bulgu, özel eğitim öğretmenlerinin uyguladıklarını belirttikleri KTU’ları örneklerken KTU olmayan örneklere yer verebildiklerini ortaya koymuştur. Son olarak, öğretmenlerin büyük çoğunluğunun okul idarecileri tarafından KTU kullanımı konusunda desteklenmediği, desteklenen öğretmenler için ise bu desteklerin çoğunlukla fiziksel ortam düzenlemelerine yönelik desteklerle sınırlı kaldığı görülmüştür.
Tartışma: Araştırmanın bulguları özel eğitim öğretmenlerinin KTU’lara yönelik eğitim yaşantıları ve bilgileri açısından dünyada ve ülkemizde gerçekleştirilmiş diğer araştırmalarla paraleldir. Öğretmenlerin KTU’ları uygulamadaki ve idarecilerden destek görmedeki güçlükleri de göz önünde bulundurulduğunda hem politikalar hem de öğretmen yeterlikleri boyutunda müdahalelere gereksinim duyulduğu görülmektedir.

Anahtar Kelimeler

Kanıt temelli uygulama , özel eğitim öğretmeni , okul yöneticisi , özel gereksinimli öğrenciler , nitelikli eğitim

Kaynakça

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