Teacher Competencies and Qualifications for Support Services in Special Education Institutions
Öz
The purpose of this research is to discuss teacher competencies and qualifications in special education schools, special education classes, counseling and research centers (CRC), and special education rehabilitation centers (SERC) for providing educational support services (ESS) to individuals with special needs (SEN). This research was designed as qualitative research, and focus group interviews were chosen as a data collection technique. Sixty-two teachers working in CRCs, SERCs, special education schools, and classes participated in the research. A descriptive analysis method, which is used in qualitative research methods, was used in order to analyze the research data. The findings of the research were examined under six themes. It was found that the teachers (including special education teachers) had difficulty in teaching skills and concepts, interfering problem behaviors, providing sexual education with students and parent training, communicating with families in their native language, planning a student’s individual education planning (IEP), assessing students formally and informally, and adapting to technology for the goals of IEP. Furthermore, in an inclusive education system, teachers do not/cannot offer support services to those with diverse languages, religions, cultures, and sexual orientations. On the other hand, this research concluded that teachers who spoke with students and families in their native language were more effective in improving students.
Anahtar Kelimeler
inclusive educaiton, mainstreaming, teacher qualifications and competencies, support services, inclusion
Kaynakça
- Acarlar, F. (2013). Kaynaştırma modeli ve özel gereksinimli çocukların özellikleri. Okul Öncesinde Kaynaştırma, 21-74.
- Al-Shammari, Z., & Hornby, G. (2020). Special education teachers’ knowledge and experience of IEPs in the education of students with special educational needs. International Journal of Disability, Development and Education, 67(2), 167-181.
- Altınkurt, N. (2008). Özel eğitim ve rehabilitasyon merkezlerinde yaşanilan sorunlar ve çözüm önerileri. Unpublished master dissertation. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
- Armstrong, F. (2011). School cultures, teaching and learning. (Ed. G. Richards & F.Armstrong). Teaching and learning in diverse and inclusive classrooms içinde (s. 1-18). Newyork: Routledge.
- ASB [MFSP], (2015) Sosyal ve ekonomik destek hizmetleri hakkında yönetmelik. Recrived from www.resmigazete.gov.tr/eskiler/2015/03/20150303-3.htm/ on 12 September 2020.
- Avcıoğlu, H. (2012). Rehberlik ve araştırma merkez (RAM) müdürlerinin tanılama, yerleştirme-izleme, bireyselleştirilmiş eğitim programı (BEP) geliştirme ve kaynaştırma uygulamasında karşılaşılan sorunlara ilişkin algıları. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 2009-2031.
- Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual matters: 2nd EditionBergroth, M., & Palviainen, Å. (2017). Bilingual children as policy agents: Language policy and education policy in minority language medium Early Childhood Education and Care. Multilingua, 36(4), 375-399.
- Booth, T..& Ainscow, M. (2002). Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive Education. Retrieved fromwww.csie.org.uk/publications/inclusion-index-explained.shtml. on 18 June 2020.
- Bryant, D., Smith, D., & Bryant,, B. (2008). Teaching students with special needs:In inclusive classrooms. Boston, MA: Pearsons Education, Inc
- Cavkaytar, A. (2013). Özel eğitime gereksinim duyan çocuklar ve özel eğitim. (Ed. İ.H. Diken). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim içinde. Ankara: Pegem Yayıncılık.