Research Article
Year 2021,
Volume: 17 Issue: 34, 788 - 812, 28.02.2021
Abstract
Bu çalışma, özel eğitim gereksinimli (ÖEG) ve tipik gelişim özelliği gösteren (TGÖG) çocukların öğretmenlerinin, okul müdürlerinin ve ebeveynlerinin görüşleri doğrultusunda, çalışmanın yapıldığı yerde pilot bir uygulama olan tersine kaynaştırma uygulamalarının etkililiğini değerlendirmeyi amaçlamıştır. Araştırmaya dâhil edilen toplam 46 katılımcıdan (okul öncesi öğretmenlerinden (N = 19), özel eğitim anaokulunda çalışan okul müdürlerinden (N = 3) ve çocukları bu okula öğrenci olarak devam eden velilerden (N = 24; 16 TGÖG çocukların ebeveynleri; 8 ÖEG çocukların ebeveynleri ) maksimum çeşitlilik örneklemi kullanılarak yarı yapılandırılmış görüşmeler yoluyla veriler toplanmış ve Maxqda 11 programı ile analiz edilmiştir. İçerik analizi yapılarak kodlar ve temalar oluşturulmuştur. TGÖG öğrencilerin hızları doğrultusunda ilerleyemedikleri, öğrenmelerinin en aza indirgendiği ve ÖEG arkadaşlarının olumsuz davranışlarını model alıp taklit ettikleri ortaya çıkmıştır. Tersine kaynaştırma uygulamaları ÖEG öğrencilerin sosyalleşmesine, oyunlara katılımına ve iletişim becerilerine olumlu katkı sağlasa da, yetersiz zaman ve kalabalık sınıflar bireyselleştirilmiş eğitimlerine gereken özenin gösterilememesinde temel sorunlar olarak ortaya çıkmıştır. Dolayısıyla, tersine kaynaştırma uygulamalarında sınıflarda öğrenci sayılarının azaltılması tavsiye edilmektedir.
Supporting Institution
Sivas Cumhuriyet Üniversitesi BAP Projesi
Project Number
2018/09/ EĞT-081)
References
- Acarlar, F. (2013). Kaynaştırma modeli ve özel gereksinimli küçük çocukların özellikleri. B. Sucuoğlu ve H. Bakkaloğlu (Eds.) In Okul öncesinde kaynaştırma (p.21-73). Ankara: Kök.
- Alıcı, C. E. (2018). Okul öncesi dönemde tersine kaynaştırma gruplarında yer alan Cerebral Palsy’li çocukların ince motor becerilerinin desteklenmesi (Master’s thesis), Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, Türkiye.
- Aral, N., Kandır, A. and Can Yaşar, M. (2011). Okul öncesi eğitim/okul öncesi eğitim programı. İstanbul: Ya-Pa Yayınları
- Arı, H. (2015). Bir okul öncesi özel eğitim kurumunda tersine kaynaştırma uygulamasının ve ilkokula hazırlığa etkilerinin incelenmesi. Master’s thesis, Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya, Türkiye.
- Ataman, A. (2005). Özel gereksinimli çocuklar ve özel eğitim. In Özel gereksinimli çocuklar ve özel eğitim giriş (p.11-30). Ankara: Gündüz Eğitim ve Yayıncılık.
- Avramidis, E., Bayliss, P. and Burden, R. (2000) Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16, 277-293
- Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
- Baş, Z. and Şimay, H. (2013). Okul öncesi kurumlarında karşılaşılan problem davranışlar ve öğretmenlerin baş etme yolları. Eğitim Dergisi, 38(7) http://www.egitisim.gen.tr/site/arsiv/80-38/752-okul-oncesinde-problem-davranislar.html accessed on
- Batu, S., Kircaali-İftar, G. and Uzuner, Y. (2004). The views and suggestions of teachers of a girls’ vocational school which includes students of inclusive education. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(2), 33-50.
- Batu, S. and Kırcaali İftar, G. (2011). Kaynaştırma. Ankara: Kök.
- Booth, A. J. (1999) Viewing inclusion from a distance: gaining perspective from a comparative study. Support for Learning, 14(4), 164-168.
- Buford, S., and Casey, L. (2012). Attitudes of teachers regarding their preparedness to teach students with special needs. Delta Journal of Education, 2(2), 16-30.
- Broderick, A., Mehta-Parekh, H. and Reid, D. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory into Practice, 44(3), 194-202.
- Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46. http://dx.doi.org/10.1177/001316446002000104
- Cologon, K. (2013). Growing up with 'difference': Inclusive education and the portrayal of characters who experience disability in children's literature. Write 4 Children: The International Journal for the Practice and Theories of Writing for Children and Children's Literature, 4(2), 100-120.
- Cormany, E. (1994). Enhancing services for toddlers with disabilities: A reverse mainstreaming inclusion approach. Practicum Report, Nova South Eastern University. Retrieved from ERIC database. (ED373496).
- De Boer, A., Jan Pijl, S., and Minnaert, A. (2011): Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331-353.
- Diamond, K. E., and Carpenter, E.S. (2000). Participation in inclusive preschool programs and sensitivity to the needs of others. Journal of Early Intervention, 23(2), 81-91
- Doğru, Y. and Saltalı, N. (2009). Erken çocukluk döneminde özel eğitim. Ankara: Maya Akademi
- Farrell, P. (2009). Fundations of special education. West Sussex: Blackwell Publishing.
- Forlin, C., and Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32, Doi: 10.1080/1359866X.2010.540850
- Forrester, S. O. (2016). Relationships among middle school teachers’ perceptions regarding inclusive of students with disabilities in general education classrooms. PhD dissertation, Walden University College of Education, the USA.
- Friend, M. P., and Bursuck, W. D. (2006). Including students with special needs: A practical guide for classroom teachers. Boston: Pearson/Allyn and Bacon.
- Guralnick, M.J. (2001). A framework for change in early childhood inclusion. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (p. 3-35). Baltimore: Brookes.
- Hallahan, D. and Kauffman, J. (2006). Exceptional learners: Introduction to special education (10th edition). Boston: Allyn and Bacon.
- Kahn, S., and Lewis, A. (2014). Survey on teaching science to K-12 students with disabilities: Teacher preparedness and attitudes. Journal of Science Teacher Education, 25(8), 885–910. doi:10.1007/s10972-014- 9406-z
- Kanmaz, T. and Duman, G. (2018). Hareketli oyun eğitim programının okul öncesi kaynaştırma eğitimi alan ortopedik engelli çocukların kaba motor becerilerine etkisinin incelenmesi. Social Sciences Studies Journal, 4(14), 329-337.
- Katıtaş, S. (2019). Özel gereksinimli çocuklara eğitim hakkının sağlanmasında okul müdürlerinin rollerine ilişkin müdür, öğretmen ve veli görüşleri. PhD dissertation, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkiye.
- Mesibov, G. B., and Shea, V. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26(3), 337–346. https://doi.org/10.1007/BF02172478
- McCarty, K. (2006). Full inclusion: The benefits and disadvantages of inclusive schooling: An Overview. Retrieved from https://files.eric.ed.gov/fulltext/ED496074.pdf
- McDonnell, J., Thorson, N., Disher, S., Mathot-Buckner, C., Mendel, J. and Ray, L. (2003). The achievement of students with developmental disabilities and their peers without disabilities in inclusive settings: An exploratory study. Education and Treatment of Children, 26(3), 224-236.
- McLeskey, J., Landers, E., Hoppey, D., and Williamson, P. (2011). Learning disabilities and the LRE mandate. An examination of national and state trends. Learning Disabilities Research and Practice, 26(2), 60-66.
- Miles, M. B. and Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage.
- MoNE (2012). Özel eğitim hizmetleri yönetmeliği. Retrieved from http://orgm.MEB.gov.tr/MEB_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf
- Nilholm, C. (2020). Research about inclusive education in 2020: How can we improve our theories in order to change practice? European Journal of Special Needs Education, 1-13. https://doi.org/10.1080/08856257.2020.1754547
- O’Connor, U. (2008). Meeting in the middle? A study of parent-professional partnerships. European Journal of Disabilities Education, 23, 253– 268.
- Özgür, İ. (2013). Engelli çocukları ve eğitimi özel eğitim. Adana: Karahan.
- Patton, M. Q. (1987). How to use qualitative methods in evaluation. California: Sage Publications, Inc.
- Poorman, C. (1980). Mainstreaming in reverse with a special friend. Teaching Exceptional Children, 136‐142.
- Rafferty, Y., Boettcher, C., and Griffin, K. (2001). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives. Journal of Early Intervention, 24, 266-286.
- Rafferty, Y. and Griffin, K. W. (2005). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Perspectives of parents and providers. Journal of Early Intervention, 27(1),173-192.
- Royster, O., Reglin, G. L., and Losike-Sedimo, N. (2014). Inclusion professional development model and regular middle school educators. The Journal of At-Risk Issues, 18(1), 1-10
- Rudd, F. (2002). Grasping the promise of inclusion. ERIC database ED471855
- Schoger, K.D. (2006). Reverse inclusion: Providing peer social interaction opportunities to students placed in self-contained special education classrooms. TEACHING Exceptional Children Plus, 2(6) 1-10.
- Sloper, T., and Tyler, S. (1992). Integration of children with severe learning difficulties in mainstream schools: Evaluation of a pilot study. Educational and Child Psychology, 9(4), 34–45.
- Sucuoğlu, B and Özokçu, O. (2005). Kaynaştırma öğrencilerinin sosyal becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(1) 41-57.
- Tong, A., Sainsbury, P., and Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal of Quality in Health Care, 19, 349– 357. doi:10.1093/intqhc/mzm042
- Voltz, D.L., Brazil, N., and Ford, A., (2001). What matters most in inclusive education: A practical guide for moving forward. Intervention in School and Clinic, 37(1) 23 – 30
- WHO (2011). World report on disability. Retrieved from http://www.who.int/disabilities/world_report/2011/report.pdf
- Yazıcıoğlu, T. (2017). Serebral Palsili öğrenciler için düzenlenmiş bir ilkokulda gerçekleştirilen kaynaştırma uygulamasının öğrenci, veli ve öğretmen görüşlerine dayalı olarak incelenmesi. PhD dissertation. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, Türkiye.
- Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
Year 2021,
Volume: 17 Issue: 34, 788 - 812, 28.02.2021
Abstract
This study aims to evaluate the effectiveness of reverse inclusion, which is a pilot study in the place where the study was conducted, in line with the views of teachers, school principals and parents of children with special educational needs (SEN) and with typical developmental characteristics (TDC). Data were collected from a total of 46 participants (preschool teachers (N = 19); school principals (N = 3) working in the special education kindergarten included in the study and the parents whose children have attended this institution as students (N = 24; 16 parents of children with TDC; 8 parents of children with SEN through semi-structured interviews using maximum variation sampling and analyzed through Maxqda 11 program. Codes and themes were created by conducting the content analysis. Students with TDC could not progress in line with their speed, their learning was minimized and, they modelled and imitated the negative behaviors of their friends with SEN. Although it has contributed positively to socialization, participation in games and communication skills of the students with SEN, insufficient time and crowded classrooms to take care of their individualized education emerged as main problems. It is recommended that class sizes for reverse inclusive practices should be reduced.
Project Number
2018/09/ EĞT-081)
References
- Acarlar, F. (2013). Kaynaştırma modeli ve özel gereksinimli küçük çocukların özellikleri. B. Sucuoğlu ve H. Bakkaloğlu (Eds.) In Okul öncesinde kaynaştırma (p.21-73). Ankara: Kök.
- Alıcı, C. E. (2018). Okul öncesi dönemde tersine kaynaştırma gruplarında yer alan Cerebral Palsy’li çocukların ince motor becerilerinin desteklenmesi (Master’s thesis), Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, Türkiye.
- Aral, N., Kandır, A. and Can Yaşar, M. (2011). Okul öncesi eğitim/okul öncesi eğitim programı. İstanbul: Ya-Pa Yayınları
- Arı, H. (2015). Bir okul öncesi özel eğitim kurumunda tersine kaynaştırma uygulamasının ve ilkokula hazırlığa etkilerinin incelenmesi. Master’s thesis, Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya, Türkiye.
- Ataman, A. (2005). Özel gereksinimli çocuklar ve özel eğitim. In Özel gereksinimli çocuklar ve özel eğitim giriş (p.11-30). Ankara: Gündüz Eğitim ve Yayıncılık.
- Avramidis, E., Bayliss, P. and Burden, R. (2000) Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16, 277-293
- Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
- Baş, Z. and Şimay, H. (2013). Okul öncesi kurumlarında karşılaşılan problem davranışlar ve öğretmenlerin baş etme yolları. Eğitim Dergisi, 38(7) http://www.egitisim.gen.tr/site/arsiv/80-38/752-okul-oncesinde-problem-davranislar.html accessed on
- Batu, S., Kircaali-İftar, G. and Uzuner, Y. (2004). The views and suggestions of teachers of a girls’ vocational school which includes students of inclusive education. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(2), 33-50.
- Batu, S. and Kırcaali İftar, G. (2011). Kaynaştırma. Ankara: Kök.
- Booth, A. J. (1999) Viewing inclusion from a distance: gaining perspective from a comparative study. Support for Learning, 14(4), 164-168.
- Buford, S., and Casey, L. (2012). Attitudes of teachers regarding their preparedness to teach students with special needs. Delta Journal of Education, 2(2), 16-30.
- Broderick, A., Mehta-Parekh, H. and Reid, D. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory into Practice, 44(3), 194-202.
- Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46. http://dx.doi.org/10.1177/001316446002000104
- Cologon, K. (2013). Growing up with 'difference': Inclusive education and the portrayal of characters who experience disability in children's literature. Write 4 Children: The International Journal for the Practice and Theories of Writing for Children and Children's Literature, 4(2), 100-120.
- Cormany, E. (1994). Enhancing services for toddlers with disabilities: A reverse mainstreaming inclusion approach. Practicum Report, Nova South Eastern University. Retrieved from ERIC database. (ED373496).
- De Boer, A., Jan Pijl, S., and Minnaert, A. (2011): Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331-353.
- Diamond, K. E., and Carpenter, E.S. (2000). Participation in inclusive preschool programs and sensitivity to the needs of others. Journal of Early Intervention, 23(2), 81-91
- Doğru, Y. and Saltalı, N. (2009). Erken çocukluk döneminde özel eğitim. Ankara: Maya Akademi
- Farrell, P. (2009). Fundations of special education. West Sussex: Blackwell Publishing.
- Forlin, C., and Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32, Doi: 10.1080/1359866X.2010.540850
- Forrester, S. O. (2016). Relationships among middle school teachers’ perceptions regarding inclusive of students with disabilities in general education classrooms. PhD dissertation, Walden University College of Education, the USA.
- Friend, M. P., and Bursuck, W. D. (2006). Including students with special needs: A practical guide for classroom teachers. Boston: Pearson/Allyn and Bacon.
- Guralnick, M.J. (2001). A framework for change in early childhood inclusion. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (p. 3-35). Baltimore: Brookes.
- Hallahan, D. and Kauffman, J. (2006). Exceptional learners: Introduction to special education (10th edition). Boston: Allyn and Bacon.
- Kahn, S., and Lewis, A. (2014). Survey on teaching science to K-12 students with disabilities: Teacher preparedness and attitudes. Journal of Science Teacher Education, 25(8), 885–910. doi:10.1007/s10972-014- 9406-z
- Kanmaz, T. and Duman, G. (2018). Hareketli oyun eğitim programının okul öncesi kaynaştırma eğitimi alan ortopedik engelli çocukların kaba motor becerilerine etkisinin incelenmesi. Social Sciences Studies Journal, 4(14), 329-337.
- Katıtaş, S. (2019). Özel gereksinimli çocuklara eğitim hakkının sağlanmasında okul müdürlerinin rollerine ilişkin müdür, öğretmen ve veli görüşleri. PhD dissertation, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkiye.
- Mesibov, G. B., and Shea, V. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26(3), 337–346. https://doi.org/10.1007/BF02172478
- McCarty, K. (2006). Full inclusion: The benefits and disadvantages of inclusive schooling: An Overview. Retrieved from https://files.eric.ed.gov/fulltext/ED496074.pdf
- McDonnell, J., Thorson, N., Disher, S., Mathot-Buckner, C., Mendel, J. and Ray, L. (2003). The achievement of students with developmental disabilities and their peers without disabilities in inclusive settings: An exploratory study. Education and Treatment of Children, 26(3), 224-236.
- McLeskey, J., Landers, E., Hoppey, D., and Williamson, P. (2011). Learning disabilities and the LRE mandate. An examination of national and state trends. Learning Disabilities Research and Practice, 26(2), 60-66.
- Miles, M. B. and Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage.
- MoNE (2012). Özel eğitim hizmetleri yönetmeliği. Retrieved from http://orgm.MEB.gov.tr/MEB_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf
- Nilholm, C. (2020). Research about inclusive education in 2020: How can we improve our theories in order to change practice? European Journal of Special Needs Education, 1-13. https://doi.org/10.1080/08856257.2020.1754547
- O’Connor, U. (2008). Meeting in the middle? A study of parent-professional partnerships. European Journal of Disabilities Education, 23, 253– 268.
- Özgür, İ. (2013). Engelli çocukları ve eğitimi özel eğitim. Adana: Karahan.
- Patton, M. Q. (1987). How to use qualitative methods in evaluation. California: Sage Publications, Inc.
- Poorman, C. (1980). Mainstreaming in reverse with a special friend. Teaching Exceptional Children, 136‐142.
- Rafferty, Y., Boettcher, C., and Griffin, K. (2001). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives. Journal of Early Intervention, 24, 266-286.
- Rafferty, Y. and Griffin, K. W. (2005). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Perspectives of parents and providers. Journal of Early Intervention, 27(1),173-192.
- Royster, O., Reglin, G. L., and Losike-Sedimo, N. (2014). Inclusion professional development model and regular middle school educators. The Journal of At-Risk Issues, 18(1), 1-10
- Rudd, F. (2002). Grasping the promise of inclusion. ERIC database ED471855
- Schoger, K.D. (2006). Reverse inclusion: Providing peer social interaction opportunities to students placed in self-contained special education classrooms. TEACHING Exceptional Children Plus, 2(6) 1-10.
- Sloper, T., and Tyler, S. (1992). Integration of children with severe learning difficulties in mainstream schools: Evaluation of a pilot study. Educational and Child Psychology, 9(4), 34–45.
- Sucuoğlu, B and Özokçu, O. (2005). Kaynaştırma öğrencilerinin sosyal becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(1) 41-57.
- Tong, A., Sainsbury, P., and Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal of Quality in Health Care, 19, 349– 357. doi:10.1093/intqhc/mzm042
- Voltz, D.L., Brazil, N., and Ford, A., (2001). What matters most in inclusive education: A practical guide for moving forward. Intervention in School and Clinic, 37(1) 23 – 30
- WHO (2011). World report on disability. Retrieved from http://www.who.int/disabilities/world_report/2011/report.pdf
- Yazıcıoğlu, T. (2017). Serebral Palsili öğrenciler için düzenlenmiş bir ilkokulda gerçekleştirilen kaynaştırma uygulamasının öğrenci, veli ve öğretmen görüşlerine dayalı olarak incelenmesi. PhD dissertation. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, Türkiye.
- Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
There are 51 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Project Number | 2018/09/ EĞT-081) |
| Publication Date | February 28, 2021 |
| Acceptance Date | December 2, 2020 |
| Published in Issue | Year 2021 Volume: 17 Issue: 34 |
