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Kapsayıcı eğitim ülkemizde son yıllarda ön plana çıkan bir uygulamadır. Bu kapsamda dezavantajlı bireylerin eğitimine katkı sağlayacağı öngörülmektedir. Çalışma kapsamında ikinci dil olarak Türkçe öğretimi temalı kapsayıcı eğitime katılan farklı branştan öğretmenlerin kurstan beklentileri ve yabancı uyruklu öğrencilerin eğitiminin nasıl olması gerektiği üzerine yapılan görüşmelerle nitel olarak sonuçlar ortaya konulmaya çalışılmıştır. Öğretmenlerin yabancı uyruklu öğrencileri sorun olarak görmekten ziyade sınıfında onlara faydalı olamamaktan çekinmeleri ve özellikle Türkçe bilmeden gelen öğrencilerin sınıf içinde sorunlara yol açtığı görüşü ortaya çıkmıştır. Ayrıca ders kitaplarının yabancı uyruklu öğrencilere göre yeniden ele alınması ve temel dil becerilerinin öğretilmesi konusunda belirli bir öğretim programı olması gerekliliği de tespit edilmiştir.
Education in our country has been a priority in recent years. It is expected that this will contribute to the education of disabled individuals. In the framework of the study, the results of the second language of the Turkish teaching subject included in the comprehensive education of teachers from different branches and the talks on how the education of foreign students should be performed have been tried to present the results as qualitative. Teachers fear not to be useful to them in their class rather than to see foreign students as a problem, and the view that students who come without knowledge of Turkish
Inclusive education is an application that has come to the fore in our country in recent years. In this context, it is expected to contribute to the education of disadvantaged individuals. Within the scope of the study, qualitative results were tried to be revealed by discussions on the expectations of teachers from different branches who participated in inclusive education with the theme of teaching Turkish as a second language and the education of foreign students. It was revealed that the teachers were afraid of not being able to use them in their class rather than seeing foreign students as a problem, and that especially students who did not speak Turkish caused problems in the class. In addition, it has emerged that there should be a specific curriculum for tackling textbooks and teaching basic language skills according to foreign students.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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