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Bu araştırma, İlkokul ve Ortaokul Sosyal Bilgiler Ders Kitabı (SBDK) ve Öğretim Programı’nın (ÖP) engellilik açısından incelenmesini amaçlamaktadır. Araştırma ile engelliliğe ilişkin kavramların, konu/temaların İlkokul ve Ortaokul SBDK ve ÖP’nda ne şekilde, kaç kez ve hangi bağlamlarda ele alındığı tespit edilmeye çalışılmıştır. Bu araştırmada nitel araştırma yaklaşımı benimsenmiştir. Araştırmanın veri toplama süreci Eylül 2018’de başlayıp Şubat 2019'de tamamlanmıştır. Araştırmanın verileri doküman incelemesi yoluyla elde edilmiş ve elde edilen veriler doküman incelemesi aşamalarına uygun olarak içerik analizi tekniğiyle incelenmiştir. Araştırma sonucu genel olarak değerlendirildiğinde; Milli Eğitim Bakanlığı (MEB) tarafından hazırlanan Sosyal Bilgiler Dersi Öğretim Programı’ndan (SBDÖP) yer alan öğrenme alanının hepsinde ele alınan toplam 33 kazanımdan sadece iki kazanım ile engellilik olgusuna yer verilmiştir. Ayrıca ders kitaplarında ise toplam 33 farklı kavram ile engellilik konusuna dikkat çekilmiştir. Araştırma bulguları çerçevesinde, engellilik olgusuna ilişkin mevcut kaynaklardaki eksiklerin giderilmesine yönelik bir dizi önemli öneriden bulunulmuştur.
This study aims to examine the Social Studies Textbook (SST) and Curriculum of Primary and Secondary Schools in terms of disability. The study tries to figure out how, how many times and in what contexts the concepts and themes related to disability are handled in the SST and Curriculum of Primary and Secondary Schools. Qualitative research approach has been adopted in this research. Data collection process started in September 2018 and finished in February 2019. The data of the study were obtained by document analysis and the data were analyzed with the content analysis technique in accordance with the stages of document review. The results show, in general, only two acquisitions out of the learning areas covered by the Social Studies Curriculum prepared by the Ministry of National Education. In this area of learning, 33 degrees in the 4th and 5th degrees of the primary school and 33 in the 6th grade and 31 in the 7th grade are given. With only two acquisitions, all of these gains were included in the disability phenomenon. A total of 26 different concepts and 8 visuals in the textbooks have focused attention on the issue of disability. Therefore, it has been concluded that the concept of disability in the SST and Curriculum is treated very little. At the end of the research, a number of suggestions have been made to eliminate the shortcomings in the existing sources of disability.
This study aims to examine the Social Studies Textbook (SST) and Curriculum of Primary and Secondary Schools in terms of disability. The study tries to figure out how, how many times and in what contexts the concepts and themes related to disability are handled in the SST and Curriculum of Primary and Secondary Schools. Qualitative research approach has been adopted in this research. Data collection process started in September 2018 and finished in February 2019. The data of the study were obtained by document analysis and the data were analyzed with the content analysis technique in accordance with the stages of document review. The results show, in general, only two acquisitions out of the learning areas covered by the Social Studies Curriculum prepared by the Ministry of National Education. In this area of learning, 33 grades in the 4th and 5th grades of the primary school and 33 in the 6th grade and 31 in the 7th grade are given. With only two acquisitions, all of these gains were included in the disability phenomenon. A total of 26 different concepts and 8 visuals in the textbooks have focused attention on the issue of disability. Therefore, it has been concluded that the concept of disability in the SST and Curriculum is treated very little. At the end of the research, a number of suggestions have been made to eliminate the shortcomings in the existing sources of disability.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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