BibTex RIS Kaynak Göster

Experiences of Turkish preschool teachers for including children with autism spectrum disorders: Challenges faced and methods used

Yıl 2020, Cilt: 7 Sayı: 2, 37 - 49, 01.09.2020
https://doi.org/10.17220/ijpes.2020.02.004

Öz

Inclusion is important for development of social-communication and all skills of children with autism spectrum disorders ASD and their participation in social life. In order to carry out a successful inclusion process, preschool teachers have crucial and fundemantal role. The purpose of this qualitative study is to explore the experiences of eight preschool teachers in Turkey. In other words, challenges faced by preschool teachers and methods used were explored. Semi-structured interviews were analyzed via inductive analysis. The findings show that the teachers experience various difficulties and use various methods, though limited, to handle these difficulties. It is expected that this research will shed light on the current practice and inspire advanced research studies. Moreover, it is predicted that research carried out in different cultures can offer cultural perspectives to the international literature.

Kaynakça

  • 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. doi:10.14689/ejer.2014.54.3
  • American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Arlington, VA, US: American Psychiatric Publishing.
  • Barned, N. E., Knapp N. F., & Neuharth-Pritchett, S. (2011). Knowledge and attitudes of early childhood preservice teachers regarding the inclusion of children with autism spectrum disorder. Inclusive Early Childhood Teacher Education, 32 (4), 302-321. doi:10.1080/10901027.2011.622235
  • Bozarslan, B., & Batu, E. S. (2014). Özel anaokullarında çalışan eğiticilerin okulöncesi dönemde kaynaştırma ile ilgili görüş ve önerileri [Examining the opinions of teachers working in private preschools about inclusion]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14 (2), 86-108. doi:10.17240/aibuefd.2014.14.2-5000091529
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71 (2), 195-207. doi:10.1177/001440290507100205
  • Bogdan, R., & Biklen, S. K. (1998). Qualitative Research for Education An introduction to theories and methods. Boston: Allyn and Bacon, Inc.
  • Creswell, W. J. (2014). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Upper Saddler River, NJ: Pearson.
  • Eldar, E., Talmor, R., & Wolf-Zukerman, T. (2010). Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14 (1), 97-114. doi:10.1080/13603110802504150
  • Er-Sabuncuoğlu, D. M. (2016). Otizm bilgi düzeyi: Okul öncesi eğitimcileri [Autism Knowledge; Preschool Educators]. H.Ü. Sağlık Bilimleri Fakültesi Dergisi 3 (1), 28-52.
  • Grossi-Kliss, J. (2006). Teaching Children With Autistic Spectrum Disorder: A Preschool Teacher Survey To Determine Best Practice Approach. Journal of the American Academiy of Special Education Professionals (JAASEP), 97-106.
  • Gök, G., & Erbaş, D. (2011). Okul öncesi öğretmenlerinin kaynaştırma eğitimine ilişkin görüşleri ve önerileri [Opinions and suggestions of preschool teachers about inclusion]. International Journal of Early Childhood Special Education, 3 (1), 66-87. https://dergipark.org.tr/tr/pub/intjecse/issue/8649/107947
  • Lian, W. B., Ying, S. H., Tean, S. C., Lin, D. C., Lian, Y. C., & Yun, H. L. (2008). Pre-school teachers’ knowledge, attitudes and practices on childhood developmental and behavioral disorders in Singapore. Journal Paediatry Child Health, 44 (4), 187-194. doi:10.1111/j.1440-1754.2007.01231.x
  • Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers' strategies for including children with autism spectrum disorder in mainstream classrooms, International Journal of Inclusive Education, 18 (2), 101-122. doi:10.1080/13603116.2012.758320
  • Liu, Y., Li, J., Zheng, Q., Zaroff, C. M., Hall, B. J., Li, X., & Hao, Y., (2016). Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China. BMC Psychiatry, 16 (142), 1-12. doi:10.1186/s12888-016-0845-2
  • Lovaas, O. I. (2003). Teaching individuals with developmental delays: Basic intervention techniques. Austin, Texas: Pro-Ed.
  • Mak, C., & Zhang, K. C. (2013). Teachers’ perceptions of a community participation programme for preschoolers with autism. Emotional and Behavioural Difficulties, 18 (1), 102-117. doi:10.1080/13632752.2012.695535
  • Mastropieri, M. A., & Scruggs, E. T. (2004). The inclusive classroom: Strategies for effective instruction. Ohio: Merril Publishing Company.
  • Mcconkey, R., & Bhlirgri, S. (2003). Children with autism attending preschool facilities: The experiences and perceptions of staff. Early doi:10.1080/0300443032000086926 Child Development and Care, 173 (4), 445-452.
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (1997). 573 sayılı Kanun Hükmünde Kararname [573 Decree Law].
  • Retrieved from https://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111011_ozel_egitim_kanun_hukmunda_karar name. pdf.
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (2006). Özel Eğitim Hizmetleri Yönetmeliği. [Special https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_0 7072018.pdf. Services Regulation]. Retrieved from
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (2014). Okul Öncesi Kurum ve İlköğretim Kurumları Yönetmeliği [Regulation on Pre-school Institutions and Primary Education Institutions]. Retrieved from http://mevzuat.meb.gov.tr/dosyalar/1703.pdf.
  • Milli Eğitim Bakanlığı (MEB) (2017). Kaynaştırma/Bütünleştirme Yoluyla Eğitim Uygulamaları Genelgesi. [Circular on Educational Applications through Integration / Integration]. Retrieved from https://orgm.meb.gov.tr/meb_iys_dosyalar/2017_09/21112929_kaynastirma_genelge.pdf.
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (2018). Özel Eğitim Hizmetleri Yönetmeliği [Regulation http://mevzuat.meb.gov.tr/dosyalar/1963.pdf. Special Education Services]. Retrieved from
  • Melekoğlu, M. A., Cakiroğlu, O., & Malmgren, K. W. (2009). Special education in Turkey. International Journal of Inclusive Education, 13 (3), 287-298.https://doi.org/10.1080/13603110701747769
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage. National
  • Autism Center [NAC] (2015). National standarts report. Retrieved from http://www.nationalautismcenter.org/pdf/NACStandards.
  • National Autism Center [NAC] (2009). National standarts report. Retrieved from http://www.nationalautismcenter.org/pdf/NACStandards.
  • Odom, S. L., & Connie, .W. (2015). Connecting the dots: Supporting students with Autism Spectrum Disorder. American Educator, 39 (2), 12-19. https://doi.org/10.17755/esosder.286479
  • Özaydın, L., & Çolak, A. (2011). Okul öncesi öğretmenlerinin kaynaştırma eğitimine ve okul öncesi eğitimde kaynaştırma eğitimi hizmetiçi eğitim programına ilişkin görüşleri [The views of preschool education teachers over mainstreaming education and over in-service education program of mainstreaming education at preschool education]. Kalem Eğitim ve İnsan Bilimleri Dergisi, 1 (1), 189-226. doi:10.23863/kalem.2017.6
  • Razali, N. M., Toran, H., Kamaralzaman, S., Salleh, N. M., & Yasin, M. H. M. (2013). Teachers’ Perceptions of Including Children with Autism in a Preschool. Asian Social Science, 9 (12), 261-267. doi:10.12681/dial.11965
  • Richardson-Gibbs, M. A., ve Klein, M. D. (2014). Making preschool inclusion work. H. Bakkaloğlu ve B. Sucuoğlu (Trans.). Ankara: Nobel Yayınevi.
  • Scheuermann, B., Webber, J., Boutot, E. A., & Goodwin, M. (2003). Problems with personel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18 (3), 197-206. doi:10.1177/10883576030180030801.
  • Simpson, L. R. (2004). Finding effective intervention and personel preparation practices for students with autism spectrum disorders. Exceptional Children, 70 (2), 135-144. doi:10.1177/001440290407000201
  • Smith, J. A., Osborn, M. (2004). Interpretative phenomenological analysis. J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (51–80). London: Sage.
  • Sturmey, P., & Adrienne, F. (2007). Autism spectrum disorders. Austin, Texas: Pro-ed.
  • Sucuoğlu, B., & Bakkaloğlu, H. (2018). Okul öncesinde kaynaştırma: Öğretmen eğitimi [Inclusion in pre-school education: Teacher training]. Ankara: PEGEM Akademi.
  • Vakil, S.,Welton, E., O’Connor, B., & Kline, L. (2009). Inclusive means everyone The role of the early childhood educator when including young children with autism. Early Childhood Education Journal, 36: 321-326. doi:10.1007/s10643-008-0289-5
  • Varlıer, G. (2004). Okulöncesi eğitim öğretmenlerinin kaynaştırmaya ilişkin görüşleri (Yayınlanmamış Yüksek Lisans Tezi). [The views of pre-school teachers on integration (Unpublished Master Thesis)]. Anadolu Üniversitesi, Eskişehir.
  • Yazıcı, D. N., & Akman, B. (2017). Okul öncesi öğretmenlerinin otizmli çocukların kaynaştırılması hakkındaki düşüncelerinin incelenmesi [An investigation of pre-school teachers' opinions about the inclusion of children with autism]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Elektronik Yayın. 19, 1-24.doi:10.21565/ozelegitimdergisi.284253
  • Yüksek Öğretim Kurulu (YÖK) [Higher Education Council] (2018). Okulöncesi öğretmenliği lisans program [Undergraduate programs http://www.yok.gov.tr/documents/10279/41805112/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pd fof early childhood education]. Retrieved from
  • Yüksel, P & Yıldırım S. (2015). Theoretical Frameworks, Methods, and Procedures for Conducting Phenomenological Studies in Educational Settings. Turkish Online Journal of Qualitative Inquiry, 6 (1) , 1-20. doi:10.17569/tojqi.59813
Yıl 2020, Cilt: 7 Sayı: 2, 37 - 49, 01.09.2020
https://doi.org/10.17220/ijpes.2020.02.004

Öz

Kaynakça

  • 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. doi:10.14689/ejer.2014.54.3
  • American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Arlington, VA, US: American Psychiatric Publishing.
  • Barned, N. E., Knapp N. F., & Neuharth-Pritchett, S. (2011). Knowledge and attitudes of early childhood preservice teachers regarding the inclusion of children with autism spectrum disorder. Inclusive Early Childhood Teacher Education, 32 (4), 302-321. doi:10.1080/10901027.2011.622235
  • Bozarslan, B., & Batu, E. S. (2014). Özel anaokullarında çalışan eğiticilerin okulöncesi dönemde kaynaştırma ile ilgili görüş ve önerileri [Examining the opinions of teachers working in private preschools about inclusion]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14 (2), 86-108. doi:10.17240/aibuefd.2014.14.2-5000091529
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71 (2), 195-207. doi:10.1177/001440290507100205
  • Bogdan, R., & Biklen, S. K. (1998). Qualitative Research for Education An introduction to theories and methods. Boston: Allyn and Bacon, Inc.
  • Creswell, W. J. (2014). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Upper Saddler River, NJ: Pearson.
  • Eldar, E., Talmor, R., & Wolf-Zukerman, T. (2010). Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14 (1), 97-114. doi:10.1080/13603110802504150
  • Er-Sabuncuoğlu, D. M. (2016). Otizm bilgi düzeyi: Okul öncesi eğitimcileri [Autism Knowledge; Preschool Educators]. H.Ü. Sağlık Bilimleri Fakültesi Dergisi 3 (1), 28-52.
  • Grossi-Kliss, J. (2006). Teaching Children With Autistic Spectrum Disorder: A Preschool Teacher Survey To Determine Best Practice Approach. Journal of the American Academiy of Special Education Professionals (JAASEP), 97-106.
  • Gök, G., & Erbaş, D. (2011). Okul öncesi öğretmenlerinin kaynaştırma eğitimine ilişkin görüşleri ve önerileri [Opinions and suggestions of preschool teachers about inclusion]. International Journal of Early Childhood Special Education, 3 (1), 66-87. https://dergipark.org.tr/tr/pub/intjecse/issue/8649/107947
  • Lian, W. B., Ying, S. H., Tean, S. C., Lin, D. C., Lian, Y. C., & Yun, H. L. (2008). Pre-school teachers’ knowledge, attitudes and practices on childhood developmental and behavioral disorders in Singapore. Journal Paediatry Child Health, 44 (4), 187-194. doi:10.1111/j.1440-1754.2007.01231.x
  • Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers' strategies for including children with autism spectrum disorder in mainstream classrooms, International Journal of Inclusive Education, 18 (2), 101-122. doi:10.1080/13603116.2012.758320
  • Liu, Y., Li, J., Zheng, Q., Zaroff, C. M., Hall, B. J., Li, X., & Hao, Y., (2016). Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China. BMC Psychiatry, 16 (142), 1-12. doi:10.1186/s12888-016-0845-2
  • Lovaas, O. I. (2003). Teaching individuals with developmental delays: Basic intervention techniques. Austin, Texas: Pro-Ed.
  • Mak, C., & Zhang, K. C. (2013). Teachers’ perceptions of a community participation programme for preschoolers with autism. Emotional and Behavioural Difficulties, 18 (1), 102-117. doi:10.1080/13632752.2012.695535
  • Mastropieri, M. A., & Scruggs, E. T. (2004). The inclusive classroom: Strategies for effective instruction. Ohio: Merril Publishing Company.
  • Mcconkey, R., & Bhlirgri, S. (2003). Children with autism attending preschool facilities: The experiences and perceptions of staff. Early doi:10.1080/0300443032000086926 Child Development and Care, 173 (4), 445-452.
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (1997). 573 sayılı Kanun Hükmünde Kararname [573 Decree Law].
  • Retrieved from https://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111011_ozel_egitim_kanun_hukmunda_karar name. pdf.
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (2006). Özel Eğitim Hizmetleri Yönetmeliği. [Special https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_0 7072018.pdf. Services Regulation]. Retrieved from
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (2014). Okul Öncesi Kurum ve İlköğretim Kurumları Yönetmeliği [Regulation on Pre-school Institutions and Primary Education Institutions]. Retrieved from http://mevzuat.meb.gov.tr/dosyalar/1703.pdf.
  • Milli Eğitim Bakanlığı (MEB) (2017). Kaynaştırma/Bütünleştirme Yoluyla Eğitim Uygulamaları Genelgesi. [Circular on Educational Applications through Integration / Integration]. Retrieved from https://orgm.meb.gov.tr/meb_iys_dosyalar/2017_09/21112929_kaynastirma_genelge.pdf.
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (2018). Özel Eğitim Hizmetleri Yönetmeliği [Regulation http://mevzuat.meb.gov.tr/dosyalar/1963.pdf. Special Education Services]. Retrieved from
  • Melekoğlu, M. A., Cakiroğlu, O., & Malmgren, K. W. (2009). Special education in Turkey. International Journal of Inclusive Education, 13 (3), 287-298.https://doi.org/10.1080/13603110701747769
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage. National
  • Autism Center [NAC] (2015). National standarts report. Retrieved from http://www.nationalautismcenter.org/pdf/NACStandards.
  • National Autism Center [NAC] (2009). National standarts report. Retrieved from http://www.nationalautismcenter.org/pdf/NACStandards.
  • Odom, S. L., & Connie, .W. (2015). Connecting the dots: Supporting students with Autism Spectrum Disorder. American Educator, 39 (2), 12-19. https://doi.org/10.17755/esosder.286479
  • Özaydın, L., & Çolak, A. (2011). Okul öncesi öğretmenlerinin kaynaştırma eğitimine ve okul öncesi eğitimde kaynaştırma eğitimi hizmetiçi eğitim programına ilişkin görüşleri [The views of preschool education teachers over mainstreaming education and over in-service education program of mainstreaming education at preschool education]. Kalem Eğitim ve İnsan Bilimleri Dergisi, 1 (1), 189-226. doi:10.23863/kalem.2017.6
  • Razali, N. M., Toran, H., Kamaralzaman, S., Salleh, N. M., & Yasin, M. H. M. (2013). Teachers’ Perceptions of Including Children with Autism in a Preschool. Asian Social Science, 9 (12), 261-267. doi:10.12681/dial.11965
  • Richardson-Gibbs, M. A., ve Klein, M. D. (2014). Making preschool inclusion work. H. Bakkaloğlu ve B. Sucuoğlu (Trans.). Ankara: Nobel Yayınevi.
  • Scheuermann, B., Webber, J., Boutot, E. A., & Goodwin, M. (2003). Problems with personel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18 (3), 197-206. doi:10.1177/10883576030180030801.
  • Simpson, L. R. (2004). Finding effective intervention and personel preparation practices for students with autism spectrum disorders. Exceptional Children, 70 (2), 135-144. doi:10.1177/001440290407000201
  • Smith, J. A., Osborn, M. (2004). Interpretative phenomenological analysis. J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (51–80). London: Sage.
  • Sturmey, P., & Adrienne, F. (2007). Autism spectrum disorders. Austin, Texas: Pro-ed.
  • Sucuoğlu, B., & Bakkaloğlu, H. (2018). Okul öncesinde kaynaştırma: Öğretmen eğitimi [Inclusion in pre-school education: Teacher training]. Ankara: PEGEM Akademi.
  • Vakil, S.,Welton, E., O’Connor, B., & Kline, L. (2009). Inclusive means everyone The role of the early childhood educator when including young children with autism. Early Childhood Education Journal, 36: 321-326. doi:10.1007/s10643-008-0289-5
  • Varlıer, G. (2004). Okulöncesi eğitim öğretmenlerinin kaynaştırmaya ilişkin görüşleri (Yayınlanmamış Yüksek Lisans Tezi). [The views of pre-school teachers on integration (Unpublished Master Thesis)]. Anadolu Üniversitesi, Eskişehir.
  • Yazıcı, D. N., & Akman, B. (2017). Okul öncesi öğretmenlerinin otizmli çocukların kaynaştırılması hakkındaki düşüncelerinin incelenmesi [An investigation of pre-school teachers' opinions about the inclusion of children with autism]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Elektronik Yayın. 19, 1-24.doi:10.21565/ozelegitimdergisi.284253
  • Yüksek Öğretim Kurulu (YÖK) [Higher Education Council] (2018). Okulöncesi öğretmenliği lisans program [Undergraduate programs http://www.yok.gov.tr/documents/10279/41805112/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pd fof early childhood education]. Retrieved from
  • Yüksel, P & Yıldırım S. (2015). Theoretical Frameworks, Methods, and Procedures for Conducting Phenomenological Studies in Educational Settings. Turkish Online Journal of Qualitative Inquiry, 6 (1) , 1-20. doi:10.17569/tojqi.59813
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Yeşim Güleç-aslan Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 2

Kaynak Göster

APA Güleç-aslan, Y. (2020). Experiences of Turkish preschool teachers for including children with autism spectrum disorders: Challenges faced and methods used. International Journal of Psychology and Educational Studies, 7(2), 37-49. https://doi.org/10.17220/ijpes.2020.02.004