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Bu çalışmanın amacı kamu okullarında görev yapan okul müdürleri ve bu okullarda öğrenim gören özel gereksinimli çocuğa sahip velilerin özel gereksinimli öğrencilere eğitim hakkının sağlanması sürecinde karşılaştıkları sorunları ve bu sorunların çözümüne ilişkin önerilerini belirlemektir. Çalışmada nitel araştırma desenlerinden olan fenomenolojik araştırma (olgubilim) kullanılmıştır. Araştırma verileri 2016-2017 öğretim yılında Ankara ilinde görev yapan 12 okul müdürü ile özel gereksinimli çocuğu ilkokulda öğrenim gören ve Ankara’da ikamet eden 12 veliden toplanmıştır. Çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesinden faydalanılmıştır. Veriler toplanırken okul müdürleri ve özel gereksinimli çocuğa sahip velilerle yüz yüze yarı yapılandırılmış görüşmeler yapılmıştır. Araştırma sonucunda okul müdürleri ve velilerin, okul ve sınıflarda mevcut şartların yetersizliği, özel eğitim alan mezunu öğretmen sayısının yetersiz olması, özel eğitim sınıflarında öğrencinin özel gereksinim türü, derecesi ve sınıf düzeyi dikkate alınmadan öğrenci dağılımı yapılması ile öğretmenlerin özel eğitim alanında yeterli donanıma sahip olmamaları konularında sorunlar yaşadıkları ortaya çıkmıştır. Sorunların çözümüne yönelik müdürler ve velilerin, okulların fiziksel yapı ve gerekli materyaller açısından iyileştirilmesini ve özel eğitim branşında öğretmen sayısının artırılmasını önerdikleri görülmüştür.
The aim of this study is to identify the problems that the school managers who work in public schools and the parents with a special needly child who are studying in these schools face in the process of providing the right to education to special needly students and their recommendations on the solution of these problems. In the study, phenomenological research (legubilim) was used from quality research patterns. The research data was collected from 12 school directors working in the province of Ankara in the 2016-2017 academic year with a child with special needs studying in the primary school and 12 guardians living in Ankara. In the determination of the study group, the maximum variety of sampling methods were used for the purpose. During the data gathering, the school directors and parents with special needs have been held face-to-face semi-configured conversations. The study found that school directors and guardians have problems with the lack of the existing requirements in schools and classes, the lack of number of graduate teachers in the field of special education, the distribution of students in the special education classes without taking into account the type of special needs of the student, degree and class level and the lack of sufficient equipment in the field of special education. The directors and guardians aimed at solving problems have been suggesting improving the physical structure of the schools and the necessary materials and increasing the number of teachers in the private education sector.
The aim of this study is to determine the problems of school principals working in public schools and parents of children with special needs in the process of ensuring the right to education to students with special needs and their suggestions for solving these problems. Phenomenological research (phenomenology), which is one of the qualitative research designs, was used in the study. The research data were collected from 12 school principals working in Ankara and 12 parents of children with special needs attending primary schools in Ankara in 2016-2017 academic year. In order to determine the study group, purposeful sampling methods and maximum diversity sampling were used. Data were collected through face-to-face semi-structured interviews with school principals and parents with special needs children. As a result of the research, it was found out that school principals and parents had problems about inadequate conditions in schools and classrooms, inadequate number of graduate special education teacher, distribution of students to special education classes without taking into consideration the special requirement type, degree and grade level of the student and inadequacy of teachers in special education. In order to solve the problems, it was seen that the principals and parents recommended that the schools should be improved in terms of physical structure and necessary materials and that the number of teachers in special education branch should be increased.
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