Review
BibTex RIS Cite

DESTEK EĞİTİM ODASI HİZMETİ

Year 2021, Volume: 22 Issue: 1, 533 - 555, 30.04.2021

Didem Guven

https://doi.org/10.17679/inuefd.741208

Abstract

Kaynaştırma uygulamaları kapsamında öğrenimini sürdüren özel gereksinimli öğrenci (ÖGÖ)’ler okul saatinde dersten alınarak eğitim hizmeti sunulmasına destek eğitim odası (DEO) uygulaması denilmektedir. Bu destek özel eğitim hizmetiyle ÖGÖ’nün gereksinimi duyduğu alanlarda eğitim aracılığıyla iyileştirmeler yapmak hedeflenmektedir. Ancak Türkiye’de yeni bir hizmet olmasına bağlı olarak DEO hizmetinin ne olduğu tam olarak bilinmemektedir. Bu çalışmada amaç DEO’yu temel özellikleriyle açıklamaktır. Bu doğrultuda araştırma soruları oluşturularak her soruya yanıt verilerek Türkiye’deki mevcut süreç alanyazınla karşılaştırılarak tartışılmıştır. Türkiye’de hâlihazırdaki uygulamada olumlu eğitimsel çıktılardan bahsetmekle birlikte araştırmalar farklı sorunlar da dile getirmektedirler. Araştırmalar, DEO’ların fiziksel koşullarının yetersiz olduğu, DEO hizmetinin henüz doğru işlemediğini göstermiştir. Ayrıca alanyazından farklı olarak DEO’da sınıf öğretmenlerinin görevlendirildiği görülmüştür. Bu araştırmada, DEO hizmetinden tam anlamıyla verim almak için öncelikle nitelikli özel eğitim öğretmenlerinin DEO’da görevlendirilmesi önerilmektedir. Böylelikle ortaya çıkan karmaşaların kısmen azalacağı, DEO hizmetinden yüksek verim alınacağı ön görülmektedir.

Keywords

DESTEK EĞİTİM ODASI KAYNAŞTIRMA UYGULAMALARI DESTEK ÖZEL EĞİTİM HİZMETİ

Thanks

Sayın Editör, sunacağınız her türlü destek için öncelikle teşekkür ederim. ekte derleme çalışması bulunmaktadır. bu nedenle herhangi bir etik izin gerektirecek bir durum söz konusu olmamaktadır. ilgili çalışmanın sadece sizin derginize gönderdiğimi, başka herhangi bir dergiye yollamadığımı bildirmek isterim. çalışmanın tüm telifini derginize devrettiğimi tekrar beyan ederim. saygılarımla.

References

  • Akay, E. (2011). Kaynaştırma ortamındaki işitme engelli ilköğretim öğrencilerine sunulan destek eğitim odası sürecinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Akay, E. (2016). Kaynaştırma ortamında eğitim alan işitme engelli öğrencilere destek özel eğitim hizmeti sunan eğitimciye yönelik mentörlük sürecinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • American Academy of Special Education Professionals (2006). AASEP’s Staff Development Course Roles and Responsibilities of Special Education Teacher (2017, 25 Mart). Erişim adresi http://aasep.org/professional-development/board-certification-in-special-education-program/index.html.
  • Aydın, A. (2015). Zihinsel yetersizliğe sahip öğrencilere destek eğitim odasında verilen eğitim hizmetlerine ilişkin öğretmen görüşleri (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi, Bolu, Türkiye.
  • Batu, S. ve Subaşı-Yurtçu, A. B. (2017). Psikolojik danışma ve rehberlikte özel eğitim ve kaynaştırma uygulamaları. Ankara: Vize Akademik Yayıncılık.
  • Berry, P. (2018). Co-teaching vs. resource room: Which yields beter growth on oral reading fluency measures? (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania, USA.
  • Bishop, E. N. (2016). Collaborative team model: Desing for successful special education (Unpublished doctoral dissertation). Northern Arizona University, Arizona, USA.
  • Blackford, S. C. (2010). Knowledge and perceptions of students with disabilities in regard to a resource room in a private school (Unpublished master’s thesis). Cedarville University, Ohio, USA.
  • Broer, S. M., Dıyle, M. B. & Giangreco, M. F. (2005). Perspectives of Students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71, 415-430.
  • Bossis, J. (1982). Developing a senior high school resource room. In J. H. Cohen (Ed.), Handbook of resource room teaching (s. 169-196). London: An Aspen Publishers, Inc.
  • Boyles, C. D. (1979). An investigation of the perception of the role of resource teachers in the education if educable mentally retarded and learning disabiled students (Unpublished doctoral dissertation). The University of North Carolina, North Carolina, USA.
  • Bublitz, G. (2016). Effective strategies for district leadership to create successful inclusion models: Special education directors and school reform in context of least restrictive environment (Unpublished doctoral dissertation). Loyola University, Chiago, USA.
  • Blosser ve Neicdecker (2002). Resource-room-special-education (2017, 26 Ocak). Erişim adresi: https://www.enotes.com/research-starters/resource-room-special-education Carr, M. N. (1993). A mother’s thoughts on inclusion. Journal of Learning Disabilities, 26 (9), 590-592.
  • Castillo, J. H. (2016). A multivariate exploraiton of school counselor engagement with students with disabilities. (Unpublished doctoral dissertation). Syrauce University, New York, USA.
  • Childs, R. E. (1975). A second look at resource room instruction by a resource teacher. Division on Autism and Developmental Disabilities, 10 (4), 288-289.
  • Cheng, Y.W. & Ren, L. (2010). Elementary resource room teachers’ job stres and job satisfaction in Taoyuan Country, Taiwan. Journal of Intellectual & Developmental Disabilitiy, 35 (1), 44-47.
  • Clark, M. A. & Breman, J. C. (2009). School counselor inclusion: A colloborative model to provide academic and social-emotional support in the classroom setting. Journal of Counseling and Development,87, 6-11.
  • Coe, R. O. (1984). Special education teacher consultant actual and ideal role functions in a Pennsylvania intermediate unit (Unpublished doctoral dissertation). Temple University, Pennsylvania, USA.
  • Cohen, J. (1982). The resource room: A real world context. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 1-16). London: An Aspen Publishers, Inc.
  • Coulman, L. E. (1999). Knowledge, attitudes and experiences of resource teachers and resource consultants in inclusive child care centres in Ontario (Unpublished master’s thesis). The University of Guelph, Ontario, USA.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
  • Creswell, J. W. (2003). Research Design: qualitative, quantitative, and mixed method sapproaches(2nd Ed.). CA: Sage Publications.
  • Çağlar, N. (2016). İlköğretim kurumlarındaki destek eğitim odası uygulamasına ilişkin okul yöneticileri ve öğretmenlerin görüşlerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara, Türkiye.
  • D’Alonzo, B., D’Alonzo, R. & Mauser, A. (1979). Developing resource room for the handicapped. Teaching Exceptional Children, 11, 91-92.
  • Desphande, A. A. (2013). Resource room in mainstream schools. International Journal of Education and Psychological Research, 2 (2), 86-91.
  • Destek Eğitim Odası Kılavuzu (2008). (2017, 3 Mart). Erişim adresi https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_08/03045051_destek_egitim_odasi_kilavuz.pdf deMatos, D. C. & deMatos, P. G. S. (2017). Assessment, intervention and consultaning in school psychology in children with autism: LAPITEA laboratory in Brazil. Psychology, 8, 1774-1801.
  • DiPaola, M., Tschannen-Moral, M. & Walther- Thomas, C. (2004). School principals and special education: Creating the context for academic success. Focus on Exceptional Children, 37 (1), 1-10.
  • DiPaola, M. & Walter-Thomas, C. (2003). Principal and special education: the ciritical role of school leaders (COPSSE Documetn No: IB-7E). Gainesvilli: University of Florida, Center on personnel studies in special education.
  • Erhard, R. & Umansky, T. (2005). School counsellors’ involvement in the process of inclusion in Israel. International Journal of Disability Development and Education, 52 (3), 175-194.
  • Farrell, P. (2004). School Psychologists: Making inclusion a reality for all. School Psychology International, 25 (1), 5-19.
  • Felton, V. G. (2008). Study of middle school administators’ perceptions of the provisions of services provided to student with special needs (Unpublished doctoral dissertation). Georgia Southern Univesity, Georgia, USA.
  • Ference, S. J. (2010). The role of the special educator in Pennsylvania: Expectations and experiences (Unpublished master’s thesis). Indiana University of Pennsylvania, Pennsylvania, USA.
  • Friend, M. P. (1981). Consultation in resource (Unpublished doctoral dissertation). Indiana University, Indiana, USA.
  • Furr, D. L. (1996). An analysis of special education resource teacher time on task (Unpublished doctoral dissertation). Walden University, Minnesota, USA.
  • Gerst, S. (2012). The co-teaching journey: A systematic grounded theory study investigating how secondary school teachers resolve challenges in co-teaching (Unpublished doctoral dissertation). Liberty University, Virginia, USA.
  • Gold, R. (1982). Evaluation of resource room programs. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 275-284). London: An Aspen Publishers, Inc.
  • Goverment of Ireland (2000). Learning- support guidelines. Ireland.
  • Güven, D. ve Gürsel, O. (2014). İlköğretimde kaynaştırılan zihinsel yetersizliği olan öğrencilerin başarılarının değerlendirilmesine ilişkin öğretmen görüşleri. İlköğretim Online, 13 (1), 109-129.
  • Güven, D. (2019). Zihin yetersizliği olan öğrencilerin devam ettiği destek eğitim odası hizmetine yönelik bir durum çalışması. (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Harris, W. J. & Schutz, P. N. B. (1986). The special education resource program: Ratiomate and implementation. Columbus: Merrill.
  • Hanley, T. (2016). Principals’ experiences with special education (Unpublished doctoral dissertation). Northeastern University, Boston, USA.
  • Hoppey, D. & McLeskey, J. (2013). A case study of principal leadership in affective inclusive school. The Journal of Special Education, 46 (4), 245-256.
  • Hoppey, D. (2016). Developing educators for inclusive classrooms throuh a rural school’ university partnership. Rural Special Education Quarterly, 35 (1), 13-22.
  • İra, N. ve Ayan, B. E. (2016). Ortaöğretim okullarındaki kaynaştırma uygulamalarının değerlendirilmesi. Kocaeli Üniversitesi Sosyal Bilimler Dergisi, 31, 145-160.
  • James, K. L. (2015). The impact of co-teaching on general education students in seventh grade math (Unpublished doctoral dissertation). Liberty University, Virginia, USA. Jones, P. (2006). Inclusive Pedagogy Early Years. London: Routledge.
  • Johnson, C. E. (2016). The role of the general educator in the inclusion classroom. Advance in Special Education, 32, 21-38.
  • Jorisch, R. (2013). A qualitative investigation of collaboration between general edıcation and instructional support teachers (Unpublished master’s thesis). University of Maryland, Maryland, USA.
  • Kale, M. ve Demir, S. (2017). İlkokullardaki destek oda eğitiminin Türkçe ve Matematik derslerindeki başarı üzerindeki etkisinin incelenmesi. TÜBAV Bilim, 10 (84), 47-57.
  • Kart, M. (2017). Teacher perceptions of resource room practices for student with visual impairments (Unpublished master’s thesis). The Ohio State University, Ohio, USA.
  • Kaynaştırma/bütünleştirmenin etkililiğini arttırmak için politika ve uygulama önerileri projesi (2011). Türkiye’de kaynaştırma/bütünleştirme yoluyla eğitim destek modeli kılavuzu. İstanbul: İmak Ofset Basım Yayın San. ve Tic. Lt. Şti.
  • Kemp, C. W. (2015). Inclusive education for preschool 12th grade students with low incidence disabilities: A case study of state leaders’ perceptions (Unpublished doctoral dissertation). Liberty Univesity, Lynchburg, USA.
  • Kuester, N. E. (1986). Support service and counsulting task of the SLD resource teacher as perceived by principals, regular teachers and SLD resource teachers (Unpublished doctoral dissertation). The Florida State University, Florida, USA.
  • Lamar-Dukes, P. & Dukes, C. (2005). Consider the roles and responsibilities of the inclusion support teacher. Intervention in School and Clinic,40 (1), 55- 61.
  • Lemmons, H. R. (2015). A study of social and emotional growt hand development of students with disabilities in an inclusive settings in an iner-city middle school (Unpublished doctoral dissertation). Gardner-Webb University, North Carolina, USA.
  • Lott, L. A., Hudak, B. J. & Sheetz, J. A. (1975). Strategies and techniquies for meainstreaming: A resource room handbook. Michigan: Moure Country Internadiate School District. Lyons, W. E. (2016). Examing role issues in inclusive classroms through participatory action research. Canadian Journal of Action Research, 17 (1), 36-50.
  • Mattu, S. L. (1985). Role analysis of resource room teachers of children with learning disabilities in Alberta (Unpublished doctoral dissertation). The University of Alberta, Alberta, USA.
  • Matzen, K. (2015). Developing competence in service provison by school psychologists working with students with severe disabilities (Unpublished doctoral dissertation). University of Florida, Florida, USA.
  • Mayes, R. D. (2016). Educators' percceptions of twice exceptional african american males. Journal of African American Males in Education, 7 (1), 20-35.
  • Meents, C. K. (1990). Literarcy instruction in high school resource rooms (Unpublished doctoral dissertation). StateUniversity of New York, Albany, USA.
  • Nar, B. ve Tortop, H. S. (2017). Üstün/özel yetenekli öğrencilere yönelik destek eğitim odası uygulaması: Sınıf öğretmenlerinin öz yeterlilikleri ve görüşleri. Üstün Zekâlılar Eğitimi ve Yaratıcılık, 4 (1), 1-24.
  • Öpengin, E. (2018). İlkokul düzeyindeki üstün yetenekli öğrencilere yönelik destek eğitim odasının yürütülmesinde karşılaşılan sorunlar ve sorunlara yönelik çözüm müdahaleleri (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Özengi, S. Ş. (2009). Eskişehir ilinde kaynaştıra uygulamalarının yürütüldüğü ilköğretim okullarında rehber öğretmenlerin kaynaştırmaya ilişkin görüşleri (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Parker, M. S. (2016). A phenomenological study of the roles of principals in special education (Unpublished doctoral dissertation). Walden Univesity, Washington, USA. Poon- McBrayer, K. F. (2004). To integrateor not to integrate: systemic dilemmas in Hong Kong. The Journal of Special Education, 37 (4), 249-259.
  • Poon-McBrayer, K. F. (2016). Resource room model for inclusive education in China: Practitioners’ conceptualisation and contextualisation. International Journal of Learning and Change, 8 (3/4), 317-331.
  • Resource Manuel for Teachers of Students with Exceptionalities (2017, 3 Mart). Erişim adresi: http://download.cnet.com/s/resource-manual-for-teachers-of-students-with-exceptionalities/
  • Robbins, A. S. (2014). Experiences of general education elemantry inclusion co-teachers in successful schools: A phenomenological study (Unpublished doctoral dissertation). Liberty University, Virginia, USA.
  • Royce, M. (2008). A step beyond inclusion: A case study of what one principal did to improve achievement for students with disabilities (Unpublished doctoral dissertation). The State University of New York, Buffalo, USA.
  • Semiz, N. (2018). Özel gereksinimli öğrencilere yönelik destek eğitim odası uygulamalarına ilişkin öğretmen ve aile görüşlerinin belirlenmesi (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi, Bolu, Türkiye.
  • Schwaartz, E. (1982). The resource teacher as an Inservice Educator. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 253-274). London: An Aspen Publishers, Inc.
  • Stitt, D. M. (2010). Special education for general education teachers in U.S. accredited schools abroad (Unpublished doctoral dissertation). Fielding Graduate University, Santa Barbara, USA.
  • Spaulding, J. C., Lerner, M. D. & Gadow, K. D. (2016). Trajectories and correlates of special education supports for youth with autism spectrum disorder and psychiatric comparisons. Autism, 12 (4) , 1-13.
  • Spindler, E. C. (1981). The responsibilities of special education resource teachers in (Unpublished doctoral dissertation). University of Montona, Montana, USA.
  • Smith, D. D. & Tyler, N. C. (2011). Effective inclusive education: Equipping education professional with necessary skills and knowledge. Prospect, 41, 323-339.
  • Smith, W. (2005). Standarts-based inclusion: An action plan for briding the achievemetn gap between resource and general education students on the California Standarts Test (Unpublished doctoral dissertation). University of Southern California, California, USA.
  • Szulevicz, T. & Tanggaard, L. (2014). Inclusion and budget cuts the contours of educational psychology in the market place. Nordic Psychology, 66 (1), 36-52.
  • Talas, S., Kaya, F., Yıldırım, N., Yazıcı, L., Nural, H., Çelebi, İ., Keskin, Ş., Söylemez, T., Nugay, E. (2016). Destek eğitim odaları ve öğretmenler üzerine betimsel bir çalışma: Tokat ili örneği. Journal of European Education, 6 (3), 31- 52.
  • Thompson, P. D. (2017). Second test category. In The school psychologist’s guide for the praxis exam. (pp. 27-58). NY: Springer Publishing Company.
  • Tuttle, J. S. (1991). Recommendations for service delivery guidelines for elementary students with mild learning disabilities (Unpublished master’s thesis). San Jose State University, California, USA.
  • Ünay, E. (2016). Destek oda eğitiminin kaynaştırma öğrencilerinin matematik başarısı üzerine etkisi, Buca Eğitim Fakültesi Dergisi, 40, 38-49.
  • Vasa, S. F. (1982). The special education resource teacher as a counsultant: Factor fantasy. The Annual International Convention of The Council for Exceptional Children’da sunulan poster. Houston: Texas.
  • Whitted, H. W. (2004). Self-concepts as learners of mainstreamed minority children with learning disabilities in regular classrooms and resource rooms (Unpublished doctoral dissertation). American University, Washington, USA.
  • Wiederholt, J. L. (1974). Planning resource rooms for the mildly handicapped. Focus on Exceptional Children, 5 (8), 1-12.
  • Wilson, G. (1982). Equipping the resource room. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 82-93). London: An Aspen Publishers, Inc.
  • Zacherman, J. (1982). Administration of resource program. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 253-274). London: An Aspen Publishers, Inc.
  • Zapata, Y. P. (2015). A principal’s role in creating and sustaining an inclusive enviroment (Unpublished doctoral dissertation). San Diego State University, San Diego, USA.

Year 2021, Volume: 22 Issue: 1, 533 - 555, 30.04.2021

Didem Guven

https://doi.org/10.17679/inuefd.741208

Abstract

References

  • Akay, E. (2011). Kaynaştırma ortamındaki işitme engelli ilköğretim öğrencilerine sunulan destek eğitim odası sürecinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Akay, E. (2016). Kaynaştırma ortamında eğitim alan işitme engelli öğrencilere destek özel eğitim hizmeti sunan eğitimciye yönelik mentörlük sürecinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • American Academy of Special Education Professionals (2006). AASEP’s Staff Development Course Roles and Responsibilities of Special Education Teacher (2017, 25 Mart). Erişim adresi http://aasep.org/professional-development/board-certification-in-special-education-program/index.html.
  • Aydın, A. (2015). Zihinsel yetersizliğe sahip öğrencilere destek eğitim odasında verilen eğitim hizmetlerine ilişkin öğretmen görüşleri (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi, Bolu, Türkiye.
  • Batu, S. ve Subaşı-Yurtçu, A. B. (2017). Psikolojik danışma ve rehberlikte özel eğitim ve kaynaştırma uygulamaları. Ankara: Vize Akademik Yayıncılık.
  • Berry, P. (2018). Co-teaching vs. resource room: Which yields beter growth on oral reading fluency measures? (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania, USA.
  • Bishop, E. N. (2016). Collaborative team model: Desing for successful special education (Unpublished doctoral dissertation). Northern Arizona University, Arizona, USA.
  • Blackford, S. C. (2010). Knowledge and perceptions of students with disabilities in regard to a resource room in a private school (Unpublished master’s thesis). Cedarville University, Ohio, USA.
  • Broer, S. M., Dıyle, M. B. & Giangreco, M. F. (2005). Perspectives of Students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71, 415-430.
  • Bossis, J. (1982). Developing a senior high school resource room. In J. H. Cohen (Ed.), Handbook of resource room teaching (s. 169-196). London: An Aspen Publishers, Inc.
  • Boyles, C. D. (1979). An investigation of the perception of the role of resource teachers in the education if educable mentally retarded and learning disabiled students (Unpublished doctoral dissertation). The University of North Carolina, North Carolina, USA.
  • Bublitz, G. (2016). Effective strategies for district leadership to create successful inclusion models: Special education directors and school reform in context of least restrictive environment (Unpublished doctoral dissertation). Loyola University, Chiago, USA.
  • Blosser ve Neicdecker (2002). Resource-room-special-education (2017, 26 Ocak). Erişim adresi: https://www.enotes.com/research-starters/resource-room-special-education Carr, M. N. (1993). A mother’s thoughts on inclusion. Journal of Learning Disabilities, 26 (9), 590-592.
  • Castillo, J. H. (2016). A multivariate exploraiton of school counselor engagement with students with disabilities. (Unpublished doctoral dissertation). Syrauce University, New York, USA.
  • Childs, R. E. (1975). A second look at resource room instruction by a resource teacher. Division on Autism and Developmental Disabilities, 10 (4), 288-289.
  • Cheng, Y.W. & Ren, L. (2010). Elementary resource room teachers’ job stres and job satisfaction in Taoyuan Country, Taiwan. Journal of Intellectual & Developmental Disabilitiy, 35 (1), 44-47.
  • Clark, M. A. & Breman, J. C. (2009). School counselor inclusion: A colloborative model to provide academic and social-emotional support in the classroom setting. Journal of Counseling and Development,87, 6-11.
  • Coe, R. O. (1984). Special education teacher consultant actual and ideal role functions in a Pennsylvania intermediate unit (Unpublished doctoral dissertation). Temple University, Pennsylvania, USA.
  • Cohen, J. (1982). The resource room: A real world context. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 1-16). London: An Aspen Publishers, Inc.
  • Coulman, L. E. (1999). Knowledge, attitudes and experiences of resource teachers and resource consultants in inclusive child care centres in Ontario (Unpublished master’s thesis). The University of Guelph, Ontario, USA.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
  • Creswell, J. W. (2003). Research Design: qualitative, quantitative, and mixed method sapproaches(2nd Ed.). CA: Sage Publications.
  • Çağlar, N. (2016). İlköğretim kurumlarındaki destek eğitim odası uygulamasına ilişkin okul yöneticileri ve öğretmenlerin görüşlerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara, Türkiye.
  • D’Alonzo, B., D’Alonzo, R. & Mauser, A. (1979). Developing resource room for the handicapped. Teaching Exceptional Children, 11, 91-92.
  • Desphande, A. A. (2013). Resource room in mainstream schools. International Journal of Education and Psychological Research, 2 (2), 86-91.
  • Destek Eğitim Odası Kılavuzu (2008). (2017, 3 Mart). Erişim adresi https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_08/03045051_destek_egitim_odasi_kilavuz.pdf deMatos, D. C. & deMatos, P. G. S. (2017). Assessment, intervention and consultaning in school psychology in children with autism: LAPITEA laboratory in Brazil. Psychology, 8, 1774-1801.
  • DiPaola, M., Tschannen-Moral, M. & Walther- Thomas, C. (2004). School principals and special education: Creating the context for academic success. Focus on Exceptional Children, 37 (1), 1-10.
  • DiPaola, M. & Walter-Thomas, C. (2003). Principal and special education: the ciritical role of school leaders (COPSSE Documetn No: IB-7E). Gainesvilli: University of Florida, Center on personnel studies in special education.
  • Erhard, R. & Umansky, T. (2005). School counsellors’ involvement in the process of inclusion in Israel. International Journal of Disability Development and Education, 52 (3), 175-194.
  • Farrell, P. (2004). School Psychologists: Making inclusion a reality for all. School Psychology International, 25 (1), 5-19.
  • Felton, V. G. (2008). Study of middle school administators’ perceptions of the provisions of services provided to student with special needs (Unpublished doctoral dissertation). Georgia Southern Univesity, Georgia, USA.
  • Ference, S. J. (2010). The role of the special educator in Pennsylvania: Expectations and experiences (Unpublished master’s thesis). Indiana University of Pennsylvania, Pennsylvania, USA.
  • Friend, M. P. (1981). Consultation in resource (Unpublished doctoral dissertation). Indiana University, Indiana, USA.
  • Furr, D. L. (1996). An analysis of special education resource teacher time on task (Unpublished doctoral dissertation). Walden University, Minnesota, USA.
  • Gerst, S. (2012). The co-teaching journey: A systematic grounded theory study investigating how secondary school teachers resolve challenges in co-teaching (Unpublished doctoral dissertation). Liberty University, Virginia, USA.
  • Gold, R. (1982). Evaluation of resource room programs. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 275-284). London: An Aspen Publishers, Inc.
  • Goverment of Ireland (2000). Learning- support guidelines. Ireland.
  • Güven, D. ve Gürsel, O. (2014). İlköğretimde kaynaştırılan zihinsel yetersizliği olan öğrencilerin başarılarının değerlendirilmesine ilişkin öğretmen görüşleri. İlköğretim Online, 13 (1), 109-129.
  • Güven, D. (2019). Zihin yetersizliği olan öğrencilerin devam ettiği destek eğitim odası hizmetine yönelik bir durum çalışması. (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Harris, W. J. & Schutz, P. N. B. (1986). The special education resource program: Ratiomate and implementation. Columbus: Merrill.
  • Hanley, T. (2016). Principals’ experiences with special education (Unpublished doctoral dissertation). Northeastern University, Boston, USA.
  • Hoppey, D. & McLeskey, J. (2013). A case study of principal leadership in affective inclusive school. The Journal of Special Education, 46 (4), 245-256.
  • Hoppey, D. (2016). Developing educators for inclusive classrooms throuh a rural school’ university partnership. Rural Special Education Quarterly, 35 (1), 13-22.
  • İra, N. ve Ayan, B. E. (2016). Ortaöğretim okullarındaki kaynaştırma uygulamalarının değerlendirilmesi. Kocaeli Üniversitesi Sosyal Bilimler Dergisi, 31, 145-160.
  • James, K. L. (2015). The impact of co-teaching on general education students in seventh grade math (Unpublished doctoral dissertation). Liberty University, Virginia, USA. Jones, P. (2006). Inclusive Pedagogy Early Years. London: Routledge.
  • Johnson, C. E. (2016). The role of the general educator in the inclusion classroom. Advance in Special Education, 32, 21-38.
  • Jorisch, R. (2013). A qualitative investigation of collaboration between general edıcation and instructional support teachers (Unpublished master’s thesis). University of Maryland, Maryland, USA.
  • Kale, M. ve Demir, S. (2017). İlkokullardaki destek oda eğitiminin Türkçe ve Matematik derslerindeki başarı üzerindeki etkisinin incelenmesi. TÜBAV Bilim, 10 (84), 47-57.
  • Kart, M. (2017). Teacher perceptions of resource room practices for student with visual impairments (Unpublished master’s thesis). The Ohio State University, Ohio, USA.
  • Kaynaştırma/bütünleştirmenin etkililiğini arttırmak için politika ve uygulama önerileri projesi (2011). Türkiye’de kaynaştırma/bütünleştirme yoluyla eğitim destek modeli kılavuzu. İstanbul: İmak Ofset Basım Yayın San. ve Tic. Lt. Şti.
  • Kemp, C. W. (2015). Inclusive education for preschool 12th grade students with low incidence disabilities: A case study of state leaders’ perceptions (Unpublished doctoral dissertation). Liberty Univesity, Lynchburg, USA.
  • Kuester, N. E. (1986). Support service and counsulting task of the SLD resource teacher as perceived by principals, regular teachers and SLD resource teachers (Unpublished doctoral dissertation). The Florida State University, Florida, USA.
  • Lamar-Dukes, P. & Dukes, C. (2005). Consider the roles and responsibilities of the inclusion support teacher. Intervention in School and Clinic,40 (1), 55- 61.
  • Lemmons, H. R. (2015). A study of social and emotional growt hand development of students with disabilities in an inclusive settings in an iner-city middle school (Unpublished doctoral dissertation). Gardner-Webb University, North Carolina, USA.
  • Lott, L. A., Hudak, B. J. & Sheetz, J. A. (1975). Strategies and techniquies for meainstreaming: A resource room handbook. Michigan: Moure Country Internadiate School District. Lyons, W. E. (2016). Examing role issues in inclusive classroms through participatory action research. Canadian Journal of Action Research, 17 (1), 36-50.
  • Mattu, S. L. (1985). Role analysis of resource room teachers of children with learning disabilities in Alberta (Unpublished doctoral dissertation). The University of Alberta, Alberta, USA.
  • Matzen, K. (2015). Developing competence in service provison by school psychologists working with students with severe disabilities (Unpublished doctoral dissertation). University of Florida, Florida, USA.
  • Mayes, R. D. (2016). Educators' percceptions of twice exceptional african american males. Journal of African American Males in Education, 7 (1), 20-35.
  • Meents, C. K. (1990). Literarcy instruction in high school resource rooms (Unpublished doctoral dissertation). StateUniversity of New York, Albany, USA.
  • Nar, B. ve Tortop, H. S. (2017). Üstün/özel yetenekli öğrencilere yönelik destek eğitim odası uygulaması: Sınıf öğretmenlerinin öz yeterlilikleri ve görüşleri. Üstün Zekâlılar Eğitimi ve Yaratıcılık, 4 (1), 1-24.
  • Öpengin, E. (2018). İlkokul düzeyindeki üstün yetenekli öğrencilere yönelik destek eğitim odasının yürütülmesinde karşılaşılan sorunlar ve sorunlara yönelik çözüm müdahaleleri (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Özengi, S. Ş. (2009). Eskişehir ilinde kaynaştıra uygulamalarının yürütüldüğü ilköğretim okullarında rehber öğretmenlerin kaynaştırmaya ilişkin görüşleri (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Parker, M. S. (2016). A phenomenological study of the roles of principals in special education (Unpublished doctoral dissertation). Walden Univesity, Washington, USA. Poon- McBrayer, K. F. (2004). To integrateor not to integrate: systemic dilemmas in Hong Kong. The Journal of Special Education, 37 (4), 249-259.
  • Poon-McBrayer, K. F. (2016). Resource room model for inclusive education in China: Practitioners’ conceptualisation and contextualisation. International Journal of Learning and Change, 8 (3/4), 317-331.
  • Resource Manuel for Teachers of Students with Exceptionalities (2017, 3 Mart). Erişim adresi: http://download.cnet.com/s/resource-manual-for-teachers-of-students-with-exceptionalities/
  • Robbins, A. S. (2014). Experiences of general education elemantry inclusion co-teachers in successful schools: A phenomenological study (Unpublished doctoral dissertation). Liberty University, Virginia, USA.
  • Royce, M. (2008). A step beyond inclusion: A case study of what one principal did to improve achievement for students with disabilities (Unpublished doctoral dissertation). The State University of New York, Buffalo, USA.
  • Semiz, N. (2018). Özel gereksinimli öğrencilere yönelik destek eğitim odası uygulamalarına ilişkin öğretmen ve aile görüşlerinin belirlenmesi (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi, Bolu, Türkiye.
  • Schwaartz, E. (1982). The resource teacher as an Inservice Educator. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 253-274). London: An Aspen Publishers, Inc.
  • Stitt, D. M. (2010). Special education for general education teachers in U.S. accredited schools abroad (Unpublished doctoral dissertation). Fielding Graduate University, Santa Barbara, USA.
  • Spaulding, J. C., Lerner, M. D. & Gadow, K. D. (2016). Trajectories and correlates of special education supports for youth with autism spectrum disorder and psychiatric comparisons. Autism, 12 (4) , 1-13.
  • Spindler, E. C. (1981). The responsibilities of special education resource teachers in (Unpublished doctoral dissertation). University of Montona, Montana, USA.
  • Smith, D. D. & Tyler, N. C. (2011). Effective inclusive education: Equipping education professional with necessary skills and knowledge. Prospect, 41, 323-339.
  • Smith, W. (2005). Standarts-based inclusion: An action plan for briding the achievemetn gap between resource and general education students on the California Standarts Test (Unpublished doctoral dissertation). University of Southern California, California, USA.
  • Szulevicz, T. & Tanggaard, L. (2014). Inclusion and budget cuts the contours of educational psychology in the market place. Nordic Psychology, 66 (1), 36-52.
  • Talas, S., Kaya, F., Yıldırım, N., Yazıcı, L., Nural, H., Çelebi, İ., Keskin, Ş., Söylemez, T., Nugay, E. (2016). Destek eğitim odaları ve öğretmenler üzerine betimsel bir çalışma: Tokat ili örneği. Journal of European Education, 6 (3), 31- 52.
  • Thompson, P. D. (2017). Second test category. In The school psychologist’s guide for the praxis exam. (pp. 27-58). NY: Springer Publishing Company.
  • Tuttle, J. S. (1991). Recommendations for service delivery guidelines for elementary students with mild learning disabilities (Unpublished master’s thesis). San Jose State University, California, USA.
  • Ünay, E. (2016). Destek oda eğitiminin kaynaştırma öğrencilerinin matematik başarısı üzerine etkisi, Buca Eğitim Fakültesi Dergisi, 40, 38-49.
  • Vasa, S. F. (1982). The special education resource teacher as a counsultant: Factor fantasy. The Annual International Convention of The Council for Exceptional Children’da sunulan poster. Houston: Texas.
  • Whitted, H. W. (2004). Self-concepts as learners of mainstreamed minority children with learning disabilities in regular classrooms and resource rooms (Unpublished doctoral dissertation). American University, Washington, USA.
  • Wiederholt, J. L. (1974). Planning resource rooms for the mildly handicapped. Focus on Exceptional Children, 5 (8), 1-12.
  • Wilson, G. (1982). Equipping the resource room. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 82-93). London: An Aspen Publishers, Inc.
  • Zacherman, J. (1982). Administration of resource program. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 253-274). London: An Aspen Publishers, Inc.
  • Zapata, Y. P. (2015). A principal’s role in creating and sustaining an inclusive enviroment (Unpublished doctoral dissertation). San Diego State University, San Diego, USA.
There are 85 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Didem Guven 0000-0002-5388-6963

Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 22 Issue: 1

Cite

APA Guven, D. (2021). DESTEK EĞİTİM ODASI HİZMETİ. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 533-555. https://doi.org/10.17679/inuefd.741208
AMA Guven D. DESTEK EĞİTİM ODASI HİZMETİ. INUJFE. April 2021;22(1):533-555. doi:10.17679/inuefd.741208
Chicago Guven, Didem. “DESTEK EĞİTİM ODASI HİZMETİ”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, no. 1 (April 2021): 533-55. https://doi.org/10.17679/inuefd.741208.
EndNote Guven D (April 1, 2021) DESTEK EĞİTİM ODASI HİZMETİ. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 1 533–555.
IEEE D. Guven, “DESTEK EĞİTİM ODASI HİZMETİ”, INUJFE, vol. 22, no. 1, pp. 533–555, 2021, doi: 10.17679/inuefd.741208.
ISNAD Guven, Didem. “DESTEK EĞİTİM ODASI HİZMETİ”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/1 (April 2021), 533-555. https://doi.org/10.17679/inuefd.741208.
JAMA Guven D. DESTEK EĞİTİM ODASI HİZMETİ. INUJFE. 2021;22:533–555.
MLA Guven, Didem. “DESTEK EĞİTİM ODASI HİZMETİ”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 22, no. 1, 2021, pp. 533-55, doi:10.17679/inuefd.741208.
Vancouver Guven D. DESTEK EĞİTİM ODASI HİZMETİ. INUJFE. 2021;22(1):533-55.
 Download Cover Image

2017 INUEFD  Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.