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Metaphorical Perceptions of Primary School Students Regarding “Individuals with Special Needs” / İlkokul Öğrencilerinin “Özel Gereksinimli Birey” Kavramına İlişkin Metaforik Algıları

Year 2023, Volume: 14 Issue: 3, 165 - 181, 30.06.2023
https://doi.org/10.19160/e-ijer.1261139

Abstract

This study aims to examine primary school students who may or may not know a special needs person's perceptions about “Individuals with special needs” by using the metaphor analysis method. In this study, case study design was used by the nature of qualitative research. The participants of this study consisted of 50 students studying in primary schools in Eastern Turkey. The criterion sampling method was used to determine the participants. Within the scope of the study, necessary permissions were obtained by observing ethical rules. During the data collection process, the participants were given a form asking about the variables class, gender, and having a relative with special needs. On the same paper participants were asked to complete the following sentence “Individuals with special needs are like ….. Because…”. The collected data were analyzed and the metaphors were examined under seven conceptual categories: "Weakness, Uncertainty, Beauty, Creativity, Contrast, Uniqueness, and Other". According to the studies,”. It was determined that there were individuals with special needs in the immediate environment of nine students participating in this study. Considering the metaphorical perceptions of these participants towards individuals with special needs, it was seen that the students produced metaphors mostly in the category of “Weakness”. To add more it has been revealed that the other most associated conceptual category following this was the “Beauty” category. On the other hand, primary school students mostly associated the concept of "Individuals with special needs" with the category of "Weakness". It was revealed that the most associated conceptual categories following this were “Uncertainty” and “Beauty”. Examination of metaphors according to the class variable showed that the 3rd-grade students produced metaphors mostly in the categories of Weakness (5) and Uncertainty (5), and the 4th-grade students' metaphors mostly in the categories of Beauty (4) and Creativity (4). Distribution of the metaphors according to the gender variable revealed that female students produced metaphors mostly in the “Beauty” category. It was observed that male students produced metaphors mostly in the category of “Uncertainty”. Regarding the results of this study, the reasons for these findings can be investigated in future studies. It is hoped that this study will be helpful for further research.

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İlkokul Öğrencilerinin “Özel Gereksinimli Birey” Kavramına İlişkin Metaforik Algıları / Metaphorical Perceptions of Primary School Students Regarding “Individuals with Special Needs”

Year 2023, Volume: 14 Issue: 3, 165 - 181, 30.06.2023
https://doi.org/10.19160/e-ijer.1261139

Abstract

Bu çalışmanın amacı özel gereksinimli birey yakını olan veya olmayan ilkokul öğrencilerinin özel gereksinimli birey kavramına ilişkin algılarını metafor yöntemini kullanarak toplamak ve incelemektir. Bu araştırmada nitel araştırmanın doğasına uygun olarak olgu bilim deseni kullanılmıştır. Araştırmanın katılımcıları Türkiye’nin Doğusunda bulunan ilkokullarda öğrenim görmekte olan 50 öğrenciden oluşmaktadır. Katılımcıların belirlenmesinde ölçüt örnekleme yönteminden faydalanılmıştır. Çalışma kapsamında etik kurallar gözetilerek gerekli izinler alınmıştır. Veri toplama sürecinde katılımcılara üzerinde sınıf, cinsiyet ve özel gereksinimli birey yakını olma seçenekleri ve “Özel gereksinimli birey ... gibidir. Çünkü …” ifadesinin yazılı olduğu formlar dağıtılmış ve bireylerin kâğıttaki cümleyi kendi düşüncelerine göre tamamlamaları istenmiştir. Toplanan veriler analiz edilmiş ve metaforlar “Zayıflık, Bilinmezlik, Güzellik, Yaratıcılık, Zıtlık, Eşitsizlik ve Diğer” olmak üzere toplam yedi kavramsal kategori altında incelenmiştir. Yapılan incelemelere göre çalışmaya katılan dokuz adet öğrencinin yakın çevresinde özel gereksinimli birey olduğu tespit edilmiştir. Özel gereksinimli birey yakını olan ilkokul öğrencileri “Özel gereksinimli birey” kavramını en çok “Zayıflık” kategorisiyle ilişkilendirmişlerdir. Bunu takip eden en çok ilişkilendirilen diğer kavramsal kategorilerin “Güzellik” kategorisi olduğu ortaya çıkmıştır. Buna ek olarak metaforlar sınıf değişkenine göre incelendiğinde 3.sınıf öğrencilerinin en çok Zayıflık (5) ve Bilinmezlik (5) kategorilerinde metaforlar ürettikleri ve 4.sınıf öğrencilerinin de en çok Güzellik (4) ve Yaratıcılık (4) kategorilerinde metafor ürettikleri sonucuna ulaşılmıştır. Metaforlar cinsiyet değişkenine göre incelendiğinde kız öğrencilerin en çok “Güzellik” kategorisinde metafor ürettikleri görülmüştür. Erkek öğrencilerin ise en çok “Bilinmezlik” kategorisinde metafor ürettikleri görülmüştür. İlerideki çalışmalarda bu sonuçların nedenleri incelebilir. Bu çalışmanın bu doğrultuda diğer araştırmalara öncü olması umulmaktadır.

References

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  • Aksoy, D. A., Bozkurt, A., ve Kurşun, E. (2021). Yükseköğretim öğrencilerinin Koronavirüs (Covid-19) pandemi sürecinde uzaktan eğitime yönelik algıları. Anadolu University Journal of Education Faculty, 5(3), 285-308.
  • Alahmari, K. A., Rengaramanujam, K., Reddy, R. S., Silvian Samuel, P., Ahmad, I., Nagaraj Kakaraparthi, V., & Tedla, J. S. (2021). Effect of Disability-Specific Education on Student Attitudes Toward People With Disabilities. Health Education & Behavior, 48(4), 532-539.
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  • Arvelo-Rosales, C. N., Alegre de la Rosa, O. M. & Guzmán-Rosquete, R. (2021). Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity. Education Sciences,11(8), 413.
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  • Başgül, M. ve Uluçınar-Sağır, Ş. (2017). Sınıf Öğretmenlerinin Özel Eğitimle İlgili Metaforik Algılarının İncelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 249- 280.
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  • Bossaert, G., Colpin, H., Pijl, S. J. & Petry, K. (2011). The attitudes of Belgian adolescents towards peers with disabilities. Research in Developmental Disabilities, 32(2), 504–509.
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemisi sırasında ilköğretim öğrencilerinin uzaktan eğitime yönelik imge ve algıları: Bir metafor analizi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 1-23.
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  • Burden, R. & Burdett, J. (2007). What's in a name? Students with dyslexia: their use of metaphor in making sense of their disability. British Journal of Special Education, 34(2), 77-82.
  • Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC medical research methodology, 11(1), 1-9.
  • Dalbudak, İ. & Yasar, Ö. (2021). Study of the Social Acceptance and Self-Esteem Levels of High School Students Who Do Sports towards Disabled Students. Journal of Educational Psychology-Propositos y Representaciones, 9(2), 1-19.
  • Dayı, E., Açıkgöz, G. & Elçi, A. N. (2020). Güzel Sanatlar Eğitimi Bölümü öğretmen adaylarının özel gereksinimli öğrencilere yönelik metaforik algıları (Gazi Üniversitesi örneği). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(1), 95-122.
  • De Boer, A. A., Pijl, S. J., Post, W. J. & Minnaert, A. E. M. G. (2012). Peer acceptance and friendships of students with disabilities in regular education: The role of child, peer and classroom variables. Social Development, 22(4), 831-844.
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  • Denzin, N. K. & Lincoln, Y. S. (2011). The Sage handbook ofqualitative research. Thousand Oaks, CA: Sage.
  • Di Maggio, I., Ginevra, M. C., Santilli, S. & Nota, L. (2022). Elementary school students’ attitudes towards peers with disabilities: the role of personal and contextual factors. Journal of Intellectual & Developmental Disability, 47(1), 3-11.
  • Dyson, A. & Millward, A. (2000) Schools and special needs: issues of innovation and inclusion. London: Sage.
  • Dyson, L. L. (2005). Kindergarten children’s understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25(2), 95–105.
  • Efilti, E., Demirci, B. & Karaduman, M. (2021). Özel eğitim öğretmenlerinin özel eğitime ve özel eğitim öğrencilerine yönelik metaforik algılarının incelenmesi. OPUS International Journal of Society Researches, 17(33), 221-251.
  • Eisner, E. (2002). The arts and the creation of mind. New Haven: Yale University Press. Francisco, M. P. B., Hartman, M. & Wang, Y. (2020). Inclusion and Special Education. Education Sciences, 10(9):230, 1-17.
  • Freer, J. R. (2021). Students’ attitudes toward disability: A systematic literature review (2012–2019). International Journal of Inclusive Education, 1-19.
  • Garcia, M. A., Diaz, A. L. & Rodriguez, M. A. (2009). A review and analysis of programmes promoting changes in attitudes towards people with disabilities. Annuary of Clinical and Health Psychology, 5(1), 81-94.
  • Getzel, E. E. (2008). Addressing the persistence and retention of students with disabilities in higher education: Incorporating key strategies and supports on campus. Exceptionality, 16(4), 207–219.
  • Grbich, C. (2013). Qualitative data analysis: An introduction. SAGE.
  • Guilherme, A., & Souza de Freitas, A. L. (2018). Discussing education by means of metaphors. Educational Philosophy and Theory, 50(10), 947-956.
  • Gustafsson, J. (2017). Single case studies vs. multiple case studies: A comparative study. Academy of Business. Engineering and Science, Halmstad University, Halmstad, Sweden, 12(1), 1-15.
  • Güneş, G., ve Erkan, S. (2017). Okul öncesi dönem çocuklarının öğrenme stillerinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 13-24.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Educational Sciences and Sciences of Field Education
Authors

İrem GİRGİN 0000-0002-5361-9945

İbrahim COŞKUN 0000-0002-6270-7613

Publication Date June 30, 2023
Published in Issue Year 2023Volume: 14 Issue: 3

Cite

APA GİRGİN, İ., & COŞKUN, İ. (2023). İlkokul Öğrencilerinin “Özel Gereksinimli Birey” Kavramına İlişkin Metaforik Algıları / Metaphorical Perceptions of Primary School Students Regarding “Individuals with Special Needs”. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(3), 165-181. https://doi.org/10.19160/e-ijer.1261139

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