Atıf Sayısı
15
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88
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Bu araştırma, sınıf öğretmenlerinin kaynaştırma öğrencilerine yönelik yaptıkları öğretimsel düzenlemeler sırasında karşılaştıkları engeller ile bu engelleri aşmak için aldıkları desteklerin neler olduğunu açığa çıkarmayı amaçlamaktadır. Araştırmada nitel araştırma yöntemi işe koşulmuş ve araştırma durum çalışması biçiminde gerçekleştirilmiştir. Araştırmanın katılımcılarını Denizli ili, Merkezefendi ve Pamukkale merkez ilçelerinde görev yapan ve sınıfında kaynaştırma öğrencisi bulunan 20 sınıf öğretmeni oluşturmaktadır. Katılımcıların seçimi gerçekleştirilirken, sınıflarında bulunan kaynaştırma öğrencilerinin mümkün olduğunca farklı yetersizlik türlerinden olması yoluna gidilerek maksimum çeşitliliğe dikkat edilmiştir. Katılımcıların sınıfında toplam 24 kaynaştırma öğrencisi bulunmaktadır. Sınıflarında kaynaştırma öğrencisi bulunan bu 20 sınıf öğretmeniyle yarı-yapılandırılmış görüşme formu aracılığıyla bireysel görüşmeler yapılmıştır. Bu görüşmeler kayıt altına alınmıştır. Yapılan görüşmeler sonucunda elde dilen nitel veri seti ‘içerik analizi’ ile çözümlenmiş ve bulgular açığa çıkarılmıştır. Sınıf öğretmenlerinin kaynaştırma öğrencilerine yönelik gerçekleştirilen öğretimsel düzenlemelerde karşılaştıkları engeller; özel eğitim alan bilgisi eksikliği, aileden kaynaklı engeller, zaman yetersizliği, öğrenciden kaynaklı engeller, materyal eksikliği, sınıf mevcudu, öğretim programının yoğunluğu, öğretmene çok iş düşmesi, okulların fiziki donanım yetersizliği, rehber öğretmen yokluğu ve destek eğitim odası yokluğudur. Sınıf öğretmenlerinin kaynaştırma öğrencilerine yönelik gerçekleştirilen düzenlemelerde karşılaştıkları engelleri aşmak için aldıkları destekler ise rehberlik servisi, aile ve özel eğitim kurumudur.
The study aims to reveal the obstacles faced by primary school teachers in the instructional arrangements they made for inclusion students and the supports they received in order to overcome these obstacles. The study employed qualitative research method, and it was carried out as a case study. The participants of the study consisted of 20 primary school teachers who worked in Centralfendi and Pamukkale districts of Denizli province, and who already had inclusion students in their classroom. Maximum diversity was taken into consideration when selecting the participants by ensuring that the inclusion students in their classrooms were with different disabilities as far as possible. There were a total of 24 inclusion students in the classrooms of the participants with one or more students in each class. Individual interviews were conducted through a semi-structured interview form with the 20 primary school teachers who had inclusion students in their classrooms. These interviews were recorded. The quality data obtained as a result of the interviews were analyzed through content analysis, and the findings were presented. The obstacles faced by the primary school teachers in the instructional arrangements made for the integration students included lack of subject matter knowledge in special education, family-based obstacles, lack of time, student-related obstacles, lack of materials, class size, intensity of the curriculum, heavy workload of teachers, lack of physical equipment in schools, lack of school counselors and lack of support training rooms. The support that the primary school teachers received in order to overcome the obstacles encountered in the instructional arrangements made for the integration students comprised the guidance service, family, and private education institution.
The study aims to reveal the obstacles faced by primary school teachers in the instructional arrangements they made for inclusion students and the supports they received in order to overcome these obstacles. The study employed qualitative researchmethod, and it was carried out as a case study. The participants of the study consisted of 20 primary school teachers who worked in Merkezefendi and Pamukkale districts of Denizli province, and who already had inclusion students in their classroom. Maximum diversity was taken into consideration when selecting the participants by ensuring that the inclusion students in their classrooms were with different disabilities as far as possible. There were a total of 24 inclusion students in the classrooms of the participants with one or more students in each class. Individual interviews were conducted through a semi-structured interview form with the 20 primary school teachers who had inclusion students in their classrooms. These interviews were recorded. The qualitative data obtained as a result of the interviews were analyzed through content analysis, and the findings were presented. The obstacles faced by the primary school teachers in the instructional arrangements made for the integration students included lack of subject matter knowledge in special education, family-based obstacles, lack of time, student-related obstacles, lack of materials, class size, intensity of the curriculum, heavy workload of teachers, lack of physical equipment in schools, lack of school counselors and lack of support training rooms. The support that the primary school teachers received in order to overcome the obstacles encountered in the instructional arrangements made for the integration students comprised the guidance service, family, and private education institution.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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