Attitudes of the Teacher Candidates of Mentally Handicapped Children About Children’s Rights

Abstract

ABSTRACT.The main aim of this study is to examine the effects of variables such as gender, grade level, having taken the human rights or the children rights courses and age on the attitudes of teacher candidates of mentally handicapped children toward children rights. The second aim of the study is to determine whether these attitudes differ from those of teacher candidates of elementary school, preschool and computer and instruction technology. The study group was consisted of 85 volunteering freshman and senior students in mentally handicapped children teaching program in the Faculty of Educational Sciences at Ankara University. Also, in order to make comparisons, 202 volunteering freshman and senior students who were enrolled in undergraduate programs in elementary school teaching, preschool teaching and computer and instructional technology education at the same faculty have been included. Therefore, there were total 287 students in the study group in this research. Questionnaire for Measuring Attitudes towards Children's Rights formerly developed by Karaman Kepenekci (2006) to determine the attitudes of participants toward children's rights was used. The results have shown that gender and grade level had no effect on the attitudes of teacher candidates of mentally handicapped children toward children rights. Since none of the teacher candidates of mentally handicapped children have taken the human rights or the children rights courses, the effect of this variable on their attitudes could not be examined. No significant relation has been found between age and the attitude score of the teacher candidates of mentally handicapped children. It was concluded that the attitudes of teacher candidates of mentally handicapped children were not different from those of teacher candidates of preschool and computer and instruction technology; however, they had more negative attitudes than the teacher candidates of elementary school.

The implementation of child rights in healthcare services

“…In our study, it was seen that the age of the participants did not lead to a significant difference in terms of all but one (“I seek consent from children before sharing their private and/or confidential information with others”) of the items related to child rights. In the research conducted by Kepenekci and Baydik, 24 it was reported that there was no difference in terms of participants’ ages and their knowledge of children’s rights. In the research conducted by Merey, 25 it was stated that the age variable made a difference in terms of knowledge regarding children’s rights.…”

Okul Öncesi Eğitim Paydaşlarının Çocuk Haklarına İlişkin Tutumlarının İncelenmesi

“…Türkiye'de Çocuk Hakları Sözleşmesi'ni 2 Ekim 1995'ten beri yürürlüğe girmiştir. Çocuk Hakları Sözleşmesi ile çocuğun, yaşama, barınma, eğitim, güvenlik, isim hakkı, vatandaşlık, hak ve özgürlükleri, kimlik, kimliğinin korunması, düşünce, vicdan hakkı, inanç özgürlüğü, dernek kurma, özel yaşam dokunulmazlığı, işkenceden korunma, kötü muamele görmeme, cezalandırılmama gibi hakları koruma altına alınmaktadır (Karaman-Kepenekci ve Baydık, 2009). Sözleşme ayrım gözetmeme, her konuda çocuğun yüksek yararının düşünülmesi, yaşam, gelişme ve katılım haklarını temel almakla birlikte, cinsiyeti, doğum yeri, dini, ailesi veya toplumsal kökeni ne olursa olsun 18 yaşından küçük bütün kişilerin haklarını kapsamaktadır (Cılga, 2001, s. 69-73).…”