Okul öncesi kaynaştırma sınıfında öğretmen

Metin, Nilgün

doi:10.24130/eccd-jecs.196720182279

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…This finding is in parallel with the existing studies in the literature (Acarlar et al, 2003;Batmaz & Çermik, 2019;Cooc;2019;Familia-Garcia, 2001;Kamalı-Arslantaş & Kocaöz, 2023;Kamalı Arslantaş & Yalçın, 2023;Kocaoğlu et al, 2023;Taş, 2021;Zanazzi, 2018;Westwood & Graham, 2003;Woodcock & Woolfson, 2019). When the literature is examined, it is emphasized that teachers' level of knowledge about individuals with SEN and inclusive education is an important factor in creating effective learning environments (Metin, 2018). Heiman (2014) found that teachers' insufficient knowledge of inclusive education increases their anxiety levels towards the teaching process.…”

Section: Discussionsupporting

confidence: 75%

Educational technology in inclusive classrooms: Assessing teacher awareness and needs

POLAT,

CEPDİBİ SIBIÇ,

CİRİT

et al. 2024

Journal of Educational Technology and Online Learning

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The aim of this research is to reveal the awareness of teachers working in inclusion environments and their use of educational technology. Specifically, in this mixed methods study, a needs analysis was conducted to determine the knowledge levels of teachers about inclusive education, their awareness and use of educational technologies and what kind of support they need. Data was collected via a questionnaire with the participation of 133 teachers and focus group interviews with 50 teachers. First of all, the findings showed that teachers' knowledge of students with special education needs (SEN) is insufficient and they need support at this point. The findings are expected to benefit the literature, the field of inclusive education, and policymakers.

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Section: Discussionsupporting

confidence: 75%

Educational technology in inclusive classrooms: Assessing teacher awareness and needs

POLAT,

CEPDİBİ SIBIÇ,

CİRİT

et al. 2024

Journal of Educational Technology and Online Learning

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“…In order to make cooperation mechanisms effective in inclusive education interventions, results have been obtained for cooperation between school, family, teacher; cooperation between parents of students with and without disabilities; cooperation between teacher and school administration; cooperation between school and counseling and research center. For effective inclusive education intervention, a multi-dimensional interaction and collaboration process should be established between the parties (Taylor, Smiley & Richards, 2009;McMillan, 2008;Lee & Low, 2013;Metin, 2018). In research on inclusive education, the lack of cooperation among the parties has been identified as an important problem in inclusive education interventions (Çankaya & Korkmaz, 2012;Fuchs, 2010;Hemmingsson, Gustavsson & Townsend, 2007;Hui, 2015).…”

Section: Discussion Regarding the Third Sub-problemmentioning

confidence: 99%

Teachers' Opinions towards Inclusive Education Interventions in Turkey

Aktan¹

2021

INT J INSTRUCTION

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The purpose of this research is to determine the opinions of teachers for inclusive education interventions in Turkey. In the research, a holistic single case study pattern, which is one of the qualitative research methods, was employed. The study group of the research consists of twentyeight teachers selected according to the maximum variation sampling method in the 2018-2019 academic year. In the research, teacher opinions were collected through a semi-structured interview form, whose validity and reliability were tested with a pilot study, created by the researcher and content analysis method was utilized to analyze the data. According to the research findings, most of the teachers have negative views on inclusive education due to the current conditions. In inclusive education, it was been discovered that there are problems such as professional deficiencies of teachers, insufficient support services, insufficient cooperation among partners, crowded classes, unqualified schools in terms of physical infrastructure, lack of expert support and leaving all responsibility to teachers during interventions. It was determined that the desired efficiency could not be obtained from inclusive education interventions due to the existing problems. Therefore, it was stated in this research that in order to ensure the quality of inclusive education interventions, it is necessary to include awareness-raising studies, strengthen physical infrastructure and human resources, and enable cooperation mechanisms. Based on the findings of the research, improving professional competencies of teachers, strengthening human resources in special education services, increasing the number of staff, enriching the content of special education courses in undergraduate programs and preparing the infrastructure of schools for inclusive education interventions was proposed.

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“…Bu sürecin omurgasını oluşturan öğretmenlerin de olumlu tutumlara, gerekli bilgi ve becerilere sahip olması hem ÖG hem de NGG öğrencilerin gelişimi için çok önemlidir (Bayar & Üstün, 2017;Forlin, Earle, Loreman, & Sharma, 2011). Öğretmenlerin kaynaştırma sürecinde gereksinim duydukları yeterliliklere bakıldığında ise planlama süreçleri, özel eğitim yöntem ve tekniklerine hâkimiyet, sınıf yönetimi, davranış problemleri ile başa çıkabilmek, uyarlama ve iş birliği gibi pek çok niteliğe ihtiyaç duydukları görülmektedir (Akiba, Le Tendre & Scribner, 2007;Elmacı & Karaaslan, 2021;Erdem & Yıldız, 2017;Hssien, Brown, & Bortoli, 2009;Metin, 2018). Bu niteliklerin hizmet öncesi eğitimlerde edinilmesi her zaman mümkün olmamaktadır.…”

Section: Introductionunclassified

İlkokul Öğretmenleri̇ni̇n Kaynaştirma Uygulamasina İli̇şki̇n Tutumlari Ve Yeterli̇li̇k Algilari: Bi̇r Karma Yöntem Araştirmasi

Akdemir

ÇAPAR²,

BAYRAKDAR³

2022

Trakya Eğitim Dergisi

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Bu çalışma ilkokul öğretmenlerin kaynaştırma uygulamalarında tutumları ile yeterlilik algılarını incelemek amacıyla yürütülmüştür. Bu bağlamda açımlayıcı sıralı karma yöntem desenine göre öncelikle nicel veriler toplanarak ilişkisel tarama yaklaşımı içerisinde istatistiki olarak analiz edilmiştir. Elde edilen bulguları derinleştirmek amacıyla nicel araştırma katılımcılarından gönüllü olan öğretmenlerle odak grup görüşmeleri yapılmıştır. Nitel veriler tematik analiz yaklaşımıyla analiz edilmiş, nicel ve nitel bulgular birlikte tartışılmıştır. Araştırmanın nicel boyutuna 116, nitel boyutuna ise 7 öğretmen katılmıştır. Araştırma bulgularına dayalı olarak katılımcı öğretmenlerin kaynaştırma uygulamalarına yönelik duygu, tutum ve kaygı puanlarının ortalama seviyede olduğu ve bu verilerin nitel bulgularla belirli farklar içerdiği, algılanan yeterlilik puanlarının ise görece yüksek olduğu ancak bu alandaki nitel bulgularla ciddi farklılıklar içerdiği, duygu, tutum ve kaygı puanları ile algılanan yeterlilik puanları arasında negatif yönlü anlamlı bir ilişki olduğu bulgularına ulaşılmıştır. Bulgulara dayalı olarak uygulamacılara ve ileri araştırmalara yönelik öneriler getirilmiştir.

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Okul öncesi kaynaştırma sınıfında öğretmen

Cited by 10 publications

References 2 publications

Educational technology in inclusive classrooms: Assessing teacher awareness and needs

Educational technology in inclusive classrooms: Assessing teacher awareness and needs

Teachers' Opinions towards Inclusive Education Interventions in Turkey

İlkokul Öğretmenleri̇ni̇n Kaynaştirma Uygulamasina İli̇şki̇n Tutumlari Ve Yeterli̇li̇k Algilari: Bi̇r Karma Yöntem Araştirmasi

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