Görüntüleme
68
İndirme
37
Pek çok DKAB öğretmeni, kaynaştırma uygulamalarında özel gereksinimli öğrencilerle (ÖGÖ) birlikte eğitim faaliyetlerinde bulunmaktadır. Bu yüzden bu öğretmenlerin ÖGÖ’lerin özelliklerini bilmesi ve onlarla ders işlerken ne tür uyarlamalar yapılabileceği hakkında fikir sahibi olması önem arz etmektedir. İlgili literatür tarandığında söz konusu öğretmenlerin kaynaştırma uygulamalarında ne tür uyarlamalar yapabileceklerine dair, onlara doğrudan rehberlik edebilecek bir çalışmaya rastlanmamıştır. İşte bu çalışmada esasen bu boşluk doldurulmaya ve DKAB öğretmenlerinin ÖGÖ’ler için ne tür uyarlamalar yapabilecekleri konusuna açıklık getirilmeye çalışılmıştır. Makalede her gereksinim grubu için ayrı başlıklar altında sıralanan uyarlamalar daha çok özel eğitim ve kaynaştırma uygulamalarıyla ilgili İngilizce ve Türkçe literatür taranarak ortaya konmuştur. Özellikle de kaynaştırma uygulamalarıyla ilgili nitel ve nicel alan araştırmalarının verilerinden faydalanılmıştır. İki bölümden oluşan makalenin girişinde din eğitiminin önemi, öğretmenlerin eğitim-öğretimdeki rolleri, kaynaştırma uygulamalarının seyri hakkında kısaca bilgi verilmiş ve ÖGÖ’lerin tasnifi yapılmıştır. Birinci bölümde özel gereksinimli öğrencilerin özelliklerinden, alt gruplarından, gereksinimlerinden ve genel nüfus içerisindeki yerlerinden bahsedilmiştir. Makalenin esas kaleme alınma gerekçesini teşkil eden ikinci bölüm ise ÖGÖ’lerin gereksinim türlerine göre yapılabilecek uyarlamaların tespitini ve yorumlanmasını ihtiva etmektedir. Makalenin sonuç kısmında ÖGÖ’lere yönelik din eğitimiyle ilgili uyarlamalardaki mevcut durum ve olması gerekenler hakkında kısa bir değerlendirme yapılmıştır.
Many DKAB teachers are in training activities with special needs students (ÖGÖ) in the coaching practices. Therefore, it is important that these teachers know the characteristics of the OJCs and have an idea of what kind of adaptations can be done when working with them. When the relevant literature is scaned, there is no study that can direct them on what kind of adjustments the teachers in question can make in the coaching practices. In this study, it was essentially tried to fill this emptiness and to clarify what kind of adaptations the DKAB teachers could do for the GSOs. In the article, the adjustments ranked under separate titles for each group of demands have been revealed by scanning English and Turkish literature related to specific educational and coaching practices. Especially the data of the qualitative and quantitative field research related to the coating practices have been used. In the entry of the article, which consists of two sections, the importance of religious education, the roles of teachers in education-education, the course of the coaching practices were briefly provided and the designs of the CIOs were made. The first section discusses the characteristics of special needs students, their subgroups, their needs and their locations within the general population. The second part of the article, which constitutes the reason for taking the paper, includes the identification and interpretation of the adaptations that may be made according to the type of requirements of the GSOs. In the outcome section of the article, a brief assessment of the current situation and what should be in the adjustments to the religious education towards the OECD was made.
Many DKAB religion teachers are engaged in training activities with students with special needs in mainstreaming practices. It is important that these teachers should know what kind of features the students with special needs have and what kind of adaptations the teachers can make in teaching. When the relevant literature was searched it has not been found any works that could directly guide teachers to what kind of adaptations they can make in mainstreaming practices. So, in this article, it was tried to fill this gap and to clarify what kinds of adaptations can be made for the students with special needs by religion teachers. The adaptations listed under separate titles for each requirement group were mostly revealed by searching English and Turkish literature related to the special and inclusive education. Especially, it was benefit from the qualitative and quantitative field studies on mainstreaming practices. At the introduction of the article which consists of two chapters, there is information on the important of religious education and teachers' roles in education and training. Then, students with special needs are grouped according to their needs. In the first chapter, it is mentioned that the characteristics of students with special needs, the subgroups of them if they have and their ratios in the general population. The second part is the reason why this article was written, and it consists of the detection, arrangement and interpretation of the adaptations that can be made according to the types of requirements of the the students with special needs. In the result part of the article, a brief evaluation was made on the current situation related to the adaptations of the religious education and some suggestions were made about what could be done.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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