Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Key Words:
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
Children are innocent, sensitive, dependent, and in need of protection. Kids are of the
age when their personalities and values are being shaped and are going through a very
important stage during the foundations of their behaviors for adulthood is being laid. For
these reasons, among others, children have specific human rights; in other words, “children’s
rights.” In a very general manner, children’s rights are defined as “legislative rules and
protected privileges to ensure children can develop freely and with dignity in a normal and
healthy manner in regards to physical, mental, emotional, social and moral aspects” (Akyüz,
2012).
Although all children have rights, it is necessary to legally protect the right to benefit
from education services, with special provisions for children who have specific physical,
mental, language, emotional, and social disadvantages in accessing education (Bıyıklı, 1997;
Çağlar, 1997; Harmandar, 1997; Özsoy, 1989, and as cited in Karaman-Kepenekci & Baydık,
2009). Article 23 of the Convention of Rights of the Child regulates the rights of children with
disabilities and the responsibilities of the State in which they live. The Convention states that
children with disabilities should be provided with special education. Special needs education
is the total of all teaching activities which require special attention and an individualized
curriculum with assessment and objectives to ensure that individuals with special needs
have a fair chance to become self-sufficient (Eripek, 2005). The practice of separating the
educational environments of those with special education needs from others (MoNE, 2012)
has been questioned, as it is claimed to be a violation of human rights (Kırcaali-İftar, 1998).
As a result, individuals with special needs now have their educational needs met together
with their peers and are included in an educational environment “which has the least
barriers” to ensure as much inclusion as possible (Scruggs & Mastropieri, 1996; Kargın, 2004;
and Eripek, 2005), leading to an “inclusive education” (Kırcaali-İftar, 1998).
Inclusive education can be defined as “special education practices for individuals
with special needs in state or private pre-school, primary and secondary education and nonformal
education institutions, mainstreamed with their peers with no disabilities.” The
objective is for individuals with special needs to receive their education in the same
environment as their peers either as full-time or part-time students (MoNE, 2012, Art. No:
23). In order for education services to be provided to students with special needs, it is
necessary to develop “Individualized Education Programs” (BEP) in accordance with the
learning needs and performance of each student (Art. No: 23).
Although there are legislative measures concerning inclusive education, problems
can be observed when the theories are put into practice. Research shows that the most
important factor in the success of inclusive education is the teacher (Lindsay, 2007), and
whether or not they are adequately trained or equipped for providing this type of education
(Temel, 2000; Kargın, Acarlar & Sucuoğlu 2003; İzci, 2005; Gök, 2009; Babaoğlan & Yılmaz,
2010). It is thought that many teachers that provide this type of education are not sufficiently
informed about the rights of students who require an inclusive education. Research generally focuses on the competencies of teachers in this area and the problems experienced in
practice. However, no research was found on the opinions of teachers regarding inclusion
students in their classrooms. The problem with regards to this research is how to find the
opinions of primary school teachers about the rights of inclusion students who in fact have
inclusion students in their classrooms.
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Abstract (Original Language):
Bu çalışmanın amacı ilkokullarda görev yapan sınıf öğretmenlerinin, sınıflarındaki kaynaştırma öğrencilerinin yaşamsal, gelişimsel, korunma ve katılım haklarının kullanılmasında yaşanan sorunlara ve bu sorunların çözümüne ilişkin görüşlerini ortaya koymaktır. Araştırmanın çalışma grubunu 2012-2013 eğitim-öğretim yılında Ankara İli merkezindeki ilkokullarda görev yapan, sınıflarında kaynaştırma öğrencisi bulunan ve araştırmaya katılmaya gönüllü olan 58 sınıf öğretmeni oluşturmuştur. Çalışmada nitel araştırma yöntemlerinden biri olan “nicel içerik çözümlemesi” kullanılmıştır.. Çalışmada öğretmenlerin görüşleri araştırmacılar tarafından geliştirilen ve yarı yapılandırılmış açık uçlu sorulardan oluşan bir anket ile toplanmıştır. Araştırma sonucunda sınıflarında kaynaştırma öğrencisi olan öğretmenlerin bu öğrencilerin haklarını kullanmada sorunlar yaşandığını gözledikleri ortaya çıkmıştır. Bu sorunların çözümü için öncelikle öğretmenler, veliler ve diğer öğrenciler konu ile ilgili olarak bilgilendirilmelidir. Ayrıca özellikle sınıflarında kaynaştırma öğrencisi olan öğretmenlerin sınıf mevcutlarının azaltılması, bu sınıfların öğrencinin ihtiyacına göre düzenlenmesi ve gerekirse öğretmene yardımcı olması için bir özel eğitim öğretmenin görevlendirilmesinin sorunların çözümüne katkı sağlayacağı düşünülmektedir.
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