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Bu araştırma erken çocukluk eğitimi veren okullarda kaynaştırma eğitimi alan öğrencilerin gelişimlerini incelemeyi amaçlamaktadır. Destek odalarında eğitim alan kaynaştırma öğrencileri ile destek odaları dışında kaynaştırma eğitimine katılan öğrencilerin gelişimleri nicel araştırma modeli ile incelenmiştir. Nicel modelin tasarımlarından deneysel tasarım kullanılarak, öntest-sontest ölçümleriyle araştırmaya katılan 40 öğrencinin gelişimine destek odalarında eğitim alınmasının etkisi araştırılmıştır. Milli Eğitim Bakanlığı’nın (MEB) bünyesinde Küçükçekmece ilçesinde bulunan okul öncesi eğitim kurumlarında 2017-2018 öğretim yılında yapılan çalışma ile veriler toplanmıştır. Deney ve kontrol grubunda bulunan 20’şer öğrenciden veriler toplanmıştır. Çalışmaya katılan kaynaştırma öğrencilerinin gelişimleri Rehberlik Araştırma Merkezi (RAM) uzmanlarınca geliştirilmiş olan değerlendirme formu ile izlenmiştir. Okula başlama tarihinden bir ay sonra deney ve kontrol gruplarındaki öğrenciler hakkında öğretmenler tarafından belirlenen çeşitli alanlardaki gelişim düzeyleri öntest olarak kullanılmıştır. Sontest ise okulun sona ermesinden bir ay öncesinde öğretmenler tarafından düzenlenen eğitsel değerlendirme formu olmuştur. Elde edilen öntest-sontest ölçümleri istatistiksel program ile analiz edilmiştir. Veriler çözümlenirken ilişkili ve bağımsız gruplar t-testi kullanılmıştır. Çalışmanın sonuçları destek odasında eğitim alan kaynaştırma öğrencilerinin psikomotor, bilişsel, dil ve öz bakım becerilerinin gelişimi, sadece kaynaştırma eğitimi alan öğrencilerin bu becerilerinin gelişiminden anlamlı derecede yüksek olmuştur. Deney ve kontrol grupları arasında, sosyal-duygusal gelişim boyutunda anlamlı düzeyde bir fark oluşmamıştır. Sosyal, duygusal ve dil gelişimi alt boyutlarında destek eğitimi alan ve almayan 0-6 yaş kaynaştırma öğrencileri arasında önemli bir farklılık olmasa da her iki alt boyutta destek eğitimi alan öğrencilerin puan ortalamalarının yüksek olduğu ve buna bağlı olarak da bu eğitimin başarıya ulaştığı düşünülebilir.
This research aims to study the developments of students who receive a coaching education in early childhood schools. The developments of coaching students in the field of training in support rooms and students who participate in coaching training outside support rooms have been studied by a quantum research model. By using experimental designs from the designs of the Nicel model, the impact of training in support rooms on the development of 40 students who participated in the research with pre-test-sontest measurements was studied. Data collected with the work done in the 2017-2018 academic year in the pre-school educational institutions located in the province of Küçükçekmece within the Ministry of National Education (MEB). Data was collected from 20 students in the experiment and control group. The developments of the students who participated in the study were monitored by the assessment form developed by the specialists of the Guide Research Center (RAM). A month after the start date of school, the levels of development in the various fields determined by teachers on students in the experiment and control groups were used as a pre-test. The Sontest was an educational assessment form organized by teachers a month before the school was completed. The obtained pre-test-sontest measurements were analyzed using a statistical program. Related and independent groups have been used T-tests when data is analyzed. The development of the psychomotor, cognitive, language and self-care skills of the coaching students who are trained in the support room has been significantly higher than the development of these skills of the students who are only trained in coaching. There was no significant difference in the size of social-emotional development between the experiment and control groups. Although there is no significant difference between 0-6-year-old coaching students who receive support education in the social, emotional and linguistic development sub-dimensions and who do not receive support education, the average score of students who receive support education in both sub-dimensions is high and accordingly this education has achieved success.
This research aims to examine the development of students who receive inclusive education in schools providing early childhood education. The development of inclusion students, who are educated in the support rooms, and the students participating in the inclusive education, other than the support rooms, have been examined with the quantitative research model. Using the experimental design, one of the designs of the quantitative model, the effect of training in the support rooms on the development of 40 students who participated in the research with pretest-posttest measurements was investigated. The data was collected with the study carried out in the 2017-2018 academic year in the preschool education institutions in Küçükçekmece district within the Ministry of National Education (MoNE). The data were collected from 20 students in the experimental and 20 students in the control groups. The development of the inclusion students participating in the study was monitored with an evaluation form developed by the Guidance Research Center (GRC) experts. One month after the school starting date the levels of development in various fields determined by teachers about the students in the experimental and control groups were used as pretests. The posttest was the educational evaluation form filled by teachers one month before the school ended. The pretest-posttest measurements obtained were analyzed with statistical program. While analyzing the data, related and independent groups t-tests were used. The results of the study were significantly higher for inclusion students who were trained in the support room than inclusion students without support room education in terms of the development of the psychomotor, cognitive, language and self-care skills. There was no significant difference in the social-emotional development dimension between the experimental and control groups.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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