Destek Eğitim Odasında ve Kaynaştırma Ortamlarında Çalışan Öğretmenlerin Bireyselleştirilmiş Eğitim Programı Hazırlama Sürecinde Yaşadıkları Güçlüklerin Belirlenmesi

Abstract

In this study, it is aimed to determine the difficulties experienced by primary school teachers and teachers who are in the support education class during the process of preparation of individualized education program (IEP). In this quantitatively structured research, descriptive research is used. The universe of this research consist of primary school teachers who have inclusive education students in the classroom and teachers who are in charge of support education in 2017-2018 academic year in Kirsehir province. In this study, the universe method was studied and no method of sampling was done. In the collection of research data, a questionnaire was used to inquire about the demographic information of the participants and the "Scale to Identify Difficulties to be encountered in the IEP Preparation Process". As a result of the research, it was found that classroom teachers had more difficulties in the IEP preparation process than the teachers in the support education room and the difficulties experienced significantly in different ways. Furthermore, the findings of the research indicate that male teachers who work in the support education room have more difficulties than women teachers and there is no significant difference between the difficulties experienced during the preparation of the IEP and the seniority of the teacher groups.

Sınıfında Özel Gereksinimli Öğrenci Bulunan Genel Eğitim Öğretmenlerinin Özel Eğitim Danışmanlığına İlişkin Görüşleri

“…Türkiye'de sınıfında özel gereksinimli öğrenci bulunan öğretmenlerle ilgili yapılmış farklı araştırmalar bulunmaktadır (Batu vd., 2000;Sadioğlu vd., 2013;Saraç & Çolak, 2012;Şahin & Gürler, 2018). Bu araştırmaların sonuçları incelendiği zaman bu araştırmada olduğu gibi öğretmenlerin kaynaştırma uygulamalarına dair benzer gereksinim alanlarının ortaya çıktığı görülmektedir.…”

Bireyselleştirilmiş Eğitim Programı: Sınıf ve Rehberlik Öğretmenlerinin Deneyimleri

“…Previous studies show that teachers and school administrators encounter certain difficulties during the IEP process including limited teacher and parent participation as well as lack of collaboration among team members, professional development opportunities and support services (Fish, 2008;Johns, Crowley, & Guetzloe, 2002;Kreutzer, 2004;Lee-Tarver, 2006;Lo, 2014;Lytle & Bordin, 2001;Menlove, Hudson, & Suter, 2001;Mereoiu, Abercrombie, & Murray, 2016;Minke, Bear, Deemer & Griffin, 1996;Salas, 2004;Sanches-Ferreira, Lopes-dos-Santos, Alves, Santos, & Silveira-Maia, 2013;Timothy & Agbenyega, 2018;Zeitlin & Curcic, 2014). The national literature generally supports these findings in terms of limited family involvement, special education support services and professional development opportunities (Akalın 2014;Ateş, 2017;Avcıoğlu, 2011Avcıoğlu, , 2012Berkant & Atılgan, 2017;Can, 2015;Coşkun, 2010;Debbağ, 2017;Ersan & Ata, 2017;İlik & Sarı, 2017;Kuru-Habiboğlu, 2018;Kuyumcu, 2011;Öztürk & Eratay, 2010;Rakap, 2015;Söğüt & Deniz, 2018;Şahin & Gürler, 2018;Tike-Bafra & Kargın, 2009;Yaman, 2017;Yener, 2019;Yılmaz & Batu, 2016).…”

Eği̇ti̇m Uygulama Okullarinda Öğreni̇m Gören Öğrenci̇leri̇n Bi̇reyselleşti̇ri̇lmi̇ş Eği̇ti̇m Programlarinin Çeşi̇tli̇ Deği̇şkenlere Göre İncelenmesi̇

“…(Çetin, 2004;İzci, 2005;Johns, Crowley vd. 2002;Lee-Tarver, 2006;Pektaş, 2008;Pretti-Frontzak & Bricker, 2010;Siegel, 2017;Şahin & Gürler, 2018). Bu araştırma da BEP'ler yer alan temel alanların öğretmenler tarafından ne düzeyde doldurulduğu doküman incelemesi yapılarak bulgulanmıştır.…”