Research Article
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Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

Year 2023, Volume: 13 Issue: 3, 527 - 549, 31.12.2023
https://doi.org/10.19126/suje.1353190

Abstract

The recent Kahramanmaraş earthquake and the COVID-19 pandemic led to the implementation of emergency remote teaching (ERT) to prevent the interruption of education services. This rapid implementation of ERT in the educational process led to many new experiences for classroom teachers in implementing teaching activities for students with special educational needs (SWD) in terms of successful inclusion practices (SIP). It is essential to have information about the teachers' experiences of SIP through ERT to determine which strategies they used to cope with the difficulties experienced in this process, to assess their needs and suggestions about the process, and to take measures to overcome these difficulties to realize effective teaching in case similar disasters occur again in the future. This study aims to determine the experiences of classroom teachers on ERT practices for effective instruction for SWD in the process of SIP. The study adopts qualitative research, and a phenomenological design was utilized to analyze classroom teachers' experiences on the subject in depth. The participants of the study consisted of eight primary school classroom teachers. The research data were obtained using a semi-structured interview form applied to the participants. Through thematic analysis of the qualitative data obtained, themes, sub-themes, and codes were created and analyzed. The findings showed that the ERT process carried out within the scope of SIP has advantages and disadvantages for teachers and SWD. The Advantages and disadvantages of teaching basic academic skills (Turkish, mathematics, life science, social studies, and science) were also identified. In addition, it was concluded that teachers have needs and expectations in the SIP process for SWD, and if necessary, studies are carried out in this regard; the more comprehensive distance education method can be used in the relevant process instead of the ERT method. Research findings were discussed within the literature framework, and limitations and recommendations were stated.

References

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Year 2023, Volume: 13 Issue: 3, 527 - 549, 31.12.2023
https://doi.org/10.19126/suje.1353190

Abstract

References

  • Assembly, U. G. (1948). Universal declaration of human rights. UN General Assembly, 302(2), 14–25. Retrieved from: https://www.multiculturalaustralia.edu.au/doc/unhrights_1.pdf
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  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a global crisis due to the CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  • Bozkurt, A., Hamutoğlu, N.B., Liman Kaban, A., Taşçı, G., & Aykul, M. (2021). Dijital bilgi çağı: Dijital toplum, dijital dönüşüm, dijital eğitim ve dijital yeterlilikler [Digital information age: Digital society, digital transformation, digital education and digital competencies]. Journal of Open Education Applications and Research, 7(2), 35-63. https://doi.org/10.51948/auad.911584
  • Byrne, B. (2013). Hidden contradictions and conditionality: Conceptualisations of inclusive education in international human rights law. Disability & Society, 28(2), 232–244. https://doi.org/10.1080/09687599.2012.699282
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  • Colombo, M., & Santagati, M. (2022). Including students with disabilities: Challenges for Italian teachers during the Covid‐19 Pandemic. Social Inclusion, 10(2), 195-205. https://doi.org/10.17645/si.v10i2.5035
  • Coy, K., Marino, M. T., & Serianni, B. (2014). Using universal design for learning in synchronous online instruction. Journal of Special Education Technology, 29(1), 63-74. https://doi.org/10.1177/016264341402900105
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research Design] (Çev. S. B. Demir). Eğiten Kitap.
  • Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education 23(2), 109–120. https://doi.org/10.1080/08856250801946236
  • Fortin, J. (2005). Children’s rights and the developing law, Cambridge University Press Francis, G. L., Lavin, C. E., Sanchez, J., Reed, A. S., & Mason, L. (2021). Inclusive education definitions and practices: Exploring perspectives of education professionals in Mexico City. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 58–67. https://doi.org/10.1111/jppi.12356
  • Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Educación Inclusiva, 10(1), 61-77. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num1/art2_eng.pdf
  • Frumos, L. (2020). Inclusive Education in Remote Instruction with Universal Design for Learning. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 138-142. https://doi.org/10.18662/rrem/12.2Sup1/299
  • Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. https://doi.org/10.1177/1525822X05279903
  • Jothinathan, T. M., Lim, C. X., & Wong, T. P. (2021). Primary school teachers’ implementation of inclusive education during emergency remote teaching in Malaysia: Findings from a small-scale study. Asia Pacific Journal of Educators and Education, 36(2), 233–256. https://doi.org/10.21315/apjee2021.36.2.12
  • Hardy, I., & Woodcock, S. (2014). Inclusive education policies: Discourses of difference, diversity, and deficit. International Journal of Inclusive Education, 19(2), 141–164. https://doi.org/10.1080/13603116.2014.908965
  • Haug, P. (2016). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
  • Harris, L., Dargusch, J., Ames, K., & Bloomfield, C. (2020). Catering for ‘Very Different Kids’: Distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1735543
  • Huang, R., Liu, D., Tlili, A., Lazor, M., Amelina, N., Varoglu, Z., Chang, T. W., Zhang, X., Jemni, M., Burgos, D., Othman, A., & Altinay, F. (2020). Guidance on Providing Open and Distance Learning for Students with Disabilities during School Closures: Enhancing Inclusive Learning under COVID-19. http://creativecommons.org/licenses/by-sa/3.0/igo/
  • İşman, A. (2011). Uzaktan eğitim [Distance education] (4. Baskı). Pegem Akademi.
  • Kırık, A. (2014). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu [Historical development of distance education and the situation in Turkey]. Marmara İletişim Dergisi, 21, 73-94. https://dergipark.org.tr/en/pub/maruid/issue/22159/238064
  • Kim, L. E., & Asbury, K. (2020). 'Like a Rug Had Been Pulled from under You': The Impact of COVID-19 on Teachers in England during the First Six Weeks of the UK Lockdown. Br. J. Educ. Psychol. 90, 1062–1083. https://doi.org/10.1111/bjep.12381
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
  • Letzel-Alt, V., Pozas, M., Schwab, S., Schneider, C., Lindner, K.-T., Dias P., & Cadime, I. (2022). Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers. Front. Educ. 7:969737. https://doi.org/10.3389/feduc.2022.969737
  • Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
  • Mengi̇, A., & Alpdoğan, Y. (2020). Covid-19 salgını sürecinde özel eğitim öğrencilerinin uzaktan eğitim süreçlerine ilişkin öğretmen görüşlerinin incelenmesi [Examining teachers' views on distance education processes of special education students during the Covid-19 pandemic]. Journal of National Education, 49(1), 413-437. https://doi.org/10.37669/milliegitim.776226
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi: Genişletilmiş bir kaynak kitap [Qualitative data analysis: An expanded sourcebook]. S. Akbaba-Altun ve A. Ersoy (Çev. Ed). Pegem Akademi
  • Milli Eğitim Bakanlığı [Ministry of National Education], (2020). Millî eğitim bakanlığı özel eğitim hizmetleri yönetmeliği [Ministry of National Education Regulation on Special Education Services], https://orgm.meb.gov.tr/meb_iys_dosyalar/2020_06/24163215_ozel_eYitim_yonetmeliYi_son_hali.pdf (Accessed on 15 May 2022).
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There are 56 citations in total.

Details

Primary Language English
Subjects Classroom Education, Mental Disability Education
Journal Section Articles
Authors

Emrah Bilgiç 0000-0002-6186-6786

Early Pub Date December 28, 2023
Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 13 Issue: 3

Cite

APA Bilgiç, E. (2023). Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers. Sakarya University Journal of Education, 13(3), 527-549. https://doi.org/10.19126/suje.1353190