Araştırma Makalesi
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OTİZMLİ ÇOCUKLARIN EĞİTSEL YERLEŞTİRİLMESİ, KAYNAŞTIRILMASI VE BÜTÜNLEŞTİRİLMESİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİNİN BELİRLENMESİ

Yıl 2019, , 685 - 728, 21.10.2019

Yakup Burak , Emine Ahmetoğlu

https://doi.org/10.29029/busbed.586834
Cited By: 2

Öz

Bu araştırmada otizmli çocukların
eğitsel yerleştirilmesi, kaynaştırılması ve bütünleştirilmesine yönelik
öğretmen görüşlerinin belirlenmesi amaçlanmıştır. İlişkisel tarama modelindeki
araştırma verileri Edirne il ve ilçelerindeki resmi ve özel ilkokullarda görev
yapan toplam 674 sınıf öğretmeninden toplanmıştır. Araştırmada veri toplama
aracı olarak Segall ve Campbell (2007) tarafından Otizm Kaynaştırma Ölçeği
(Autism Inclusion Questionnaire - AIQ) olarak geliştirilen Segall (2011)
tarafından yeniden yapılandırılan, altı senaryo ve 10 bölümden oluşan,
Yerleştirme ve Hizmet Anketi (YHA - PASS) kullanılmıştır. Araştırma verilerinin
analizinde bağımsız t testi ve ANOVA testleri kullanılmıştır. Analizlerden elde
edilen sonuçlara göre sınıf öğretmenlerinin tüm senaryolarda yer alan
çocukların (Akman) durumlarına göre mevcut yerleştirme ortamlarına ne düzeyde
uygun oldukları konusundaki görüşleri senaryolara, bilişsel seviyelerine,
tanılarına göre değişkenlik göstermektedir. Ayrıca otizmi olan çocukların
tanılarının olup olmaması ve bilişsel seviyelerinin sınıf öğretmenlerinin
kaynaştırmaya ilişkin görüşlerini etkilediği tespit edilmiştir. 

Anahtar Kelimeler

Kaynaştırma Bütünleştirme Eğitsel Yerleştirme Otizm Spektrum Bozukluğu

Kaynakça

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EXPLORING TEACHERS' VIEWS ABOUT EDUCATIONAL PLACEMENT, INCLUSION AND INTEGRATION OF CHILDREN WITH AUTISM

Yıl 2019, , 685 - 728, 21.10.2019

Yakup Burak , Emine Ahmetoğlu

https://doi.org/10.29029/busbed.586834
Cited By: 2

Öz

In this study, it was aimed to explore the teachers’ views about educational placement, inclusion and integration of children with autism. In the current research, which is in the relational survey model, the data were collected from 674 classroom teachers working in public and private primary schools in Edirne city and districts. Placement and Services Survey (YHA - PASS) consisting of six vignettes and 10 sections, which was developed as Autism Inclusion Questionnaire (AIQ) by Segall and Campbell (2007) and restructured by Segall (2011), was used as the data collection tool. Independent T-test, ANOVA, Pearson Correlation statistical tests were used to analyze the data. According to the results obtained from the analyses, the opinions of the classroom teachers on the level of appropriateness to the existing placement environments of the children in all vignettes varied according to their scenarios, cognitive levels and diagnoses. In addition, it has been determined that whether children with autism have a diagnosis and their cognitive levels influence the opinions of the classroom teachers about inclusion.

Anahtar Kelimeler

Mainstreaming Inclusion Educational Placement Autism Spectrum Disorder Teacher

Kaynakça

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  • MARTİNEZ, R. S. (2003) İmpact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disability in inclusive setting. Teacher Development, 7 , 473-494
  • MCGEE, M. R. (2004). Teacher and school variables associated with the academic and social outcomes of students with special needs in general education classrooms. (Unpublished Doctoral Dissertation), OISE University of Toronto, Toronto, Ontario, Canada.
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  • MEB (2017a) Millî Eğitim İstatistikleri Örgün Eğitim Millî Eğitim Bakanlığı Strateji Geliştirme BaşkanlığıErişim Tarihi: 06.06.2018 https://sgb.meb.gov.tr/www/resmi-istatistikler/icerik/64
  • MEB, (2017b) Çocuk gelişimi ve eğitimi otizm spektrum bozukluğu ve kaynaştırma Milli Eğitim Bakanlığı Raporu. Ankara,
  • MEB. (2018). Özel eğitim hizmetleri yönetmeliği. Resmi Gazete, 30471 7 Temmuz 2018
  • MESİBOV, G., & SHEA, P. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26, 337-346.
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  • MOYES, R. (2001). Incorporating social goals in the classroom: A guide for teachers and parents of children with high-functioning autism and Asperger syndrome. London: Jessica Kingsley
  • MRSNİK, K. O. (2003). A case study of the effects of the ınteractive change model for ınclusion on the development of teacher efficcay and teachers’ willingness to ımplement ınclusive practices. (Unpublished Doctoral Dissertation), Cleveland State University.
  • MUSOLFF, J. (2016) Variables considered by educators when determining educational placement for children with autism Unpublished Doctoral Dissertation Educational Leadership Program Youngstown State Unıversıty
  • MUTLU-GÖÇMEN, N. BOZKURT, M. & AYDIN, Ç., (2017) Sınıf öğretmeni adayları ile özel eğitim öğretmen adaylarının kaynaştırma eğitimine yönelik tutumlarının karşılaştırılması Kafkas Eğitim Araştırmaları Dergisi, 4 (1),
  • MYLES, B. S., & SİMPSON, R. L. (1989). Regular educators’ modification preferences for mainstreaming mildly handicapped children. Journal of Special Education, 22, 479-491.
  • MYLES, B. S., & SİMPSON, R. L. (1998). Inclusion of students with autismin general education classroom: The autism inclusion collaboration model. R.Simpson, L. Myres (Editörler), Education children and youth with autism: Strategies with effective practices. Austin, Texas: Pro-Ed.
  • MYLES, B. S., & SİMPSON, R. L. (1998a). Asperger syndrome: A guide for educators and parents. Pro-Ed, 8700 Shoal Creek Boulevard, Austin,
  • O’DAY, B. (1999) Policy barriers for people with disabilities who want to work, American Rehabilitation. 25, 1, 8-17,
  • OCHS, E., KREMER-SADLİK, T., SOLOMON, O., & SİROTA, K. G. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10, 399–419.
  • ODOM, S., (2000) Preschool inclusion: what we know and where w ego from here. Topic in Early Childhood Special Education 20 (1) 20-27
  • OPERTTİ, R. & BELALCÁZAR, C. (2008). Trends in inclusive education at regional and ınterregional levels: ıssues and challenges. Geneva, IBE.
  • OTİ, R., LORD, C., RİSİ, S., & CARLSON, C. (2004). Educational placement of children with autism: Results from a longitudinal study. Poster presented at the International meeting for autism research, Sacramento, CA.
  • OZONOFF, S., GOODLİN-JONES, B.L., & SOLOMON, M. (2005). Evidenced based assessment of autism spectrum disorders in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 523-540.
  • ÖZAK, H., VURAL, M., & AVCIOĞLU, H. (2008). Rehberlik araştırma merkezi müdürlerinin gönderme tanılama yerleştirme izleme ve değerlendirmeye ilişkin görüş ve önerileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
  • ÖZAYDIN, L., & ÇOLAK, A. (2011). Okul öncesi öğretmenlerinin kaynaştırma eğitimine ve okul öncesi eğitimde kaynaştırma eğitimi hizmetiçi eğitim programına ilişkin görüşleri. Kalem Eğitim ve İnsan Bilimleri Dergisi, 1 (1), 189-226.
  • ÖZDEMİR, N. K., & VURAL, L. (2016). Aspergerli ergenlere yönelik okul rehberlik hizmetleri: iki olgu sunumu. Türk Psikolojik Danışma ve Rehberlik Dergisi, 6(45).
  • PETERS, S.J. (2003). Inclusive Education: Achieving Education for All by Including those with Disabilities and Special Needs. Washington DC, World Bank
  • RAKAP, S., BİRKAN, B. & KALKAN, S. (2017) Türkiye’de otizm spektrum bozukluğu ve özel eğitim Tohum Otizm Vakfı Raporu
  • RİPLEY, S. (1997). Collaboration between general and special education teachers. Retrieved from http://www.ericdigests.org/1998-1/general.htm
  • SADİOGLU, O., BİLGİN, A., BATU, S., & OKSAL, A. (2013). Problems, expectations, and suggestions of elementary teachers regarding ınclusion. Educational Sciences: Theory and Practice, 13(3), 1760-1765.
  • Sadioğlu, Ö., & Oksal, A. (2008). Sınıf öğretmenliğinden mezun olan öğretmenlerle başka alanlardan mezun olan sınıf öğretmenlerinin ilkokuma yazma öğretiminde yaşadıkları güçlüklerin karşılaştırılması. İlköğretim Online, 7 (1).
  • SADLER, J. (2005) Knowledge, attitudes, and beliefs of the meanstream teachers of children with a preschool diagnosis of speech language impairment. Child Language Teaching and Therapy, 21 (2) 147-163.
  • SALEND, S J. (1998). Effective Mainstreaming. Columbus: Ohıo, Merrill Publıshıng Co.
  • SANSOSTİ, J. M., & SANSOSTİ, F. J. (2012). Inclusion for students with high‐functioning autism spectrum disorders: Definitions and decision making. Psychology in the Schools, 49 (10), 917-931.
  • SATR (2009) Children with special educational needs in Kyrkyzstan, Kazakhstan and Tajikistan, OSI , Education Support Program, Budapest, 2009.
  • SCOTT, J., CLARK, C., & BRADY, M. P. (1999). Students with autism: Characteristics and instruction programming: Wadsworth Publishing Company.
  • SEGALL, M. J. (2007). Inclusion of students with autism spectrum disorder: Educator experience, knowledge, and attitudes. Unpublished master thesis, University of Georgia, Athens, Georgia.
  • SEGALL, M. J., & Campbell, J. M. (2007). Autism ınclusion questionnaire. Unpublished Doctorate Disertation, University of Georgia, Athens, Georgia.
  • SEGALL, M. J., & Campbell, J. M. (2012). Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(3), 1156-1167.
  • SEGALL, M. J., & Campbell, J. M. (2014). Factors influencing the educational placement of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8 (1), 31-43.
  • SEYMOUR, K. (2017) Inclusion of students with autism: teacher perceptions regarding evidence-based strategies and staff supports in Pennsylvania. Unpublised Doctorate of Dissertations Lehigh University
  • SHOWALTER-BARNES, K. (2008). The attitudes of regular education teachers regarding inclusion for students with autism. Unpublised Master's Dissertation.
  • SHULMAN, C. & BUSTAN, N. (2012) The degree of inclusion in educational models and parental decisions regarding out-of-home placement for low functioningchildren with autism Children and Youth in Out-of-Home Placement in Israel Journal of Social-Educational Work Special, 36. 91-110
  • SİMPSON, R. L., de BOER-OTT, S. R., & SMİTH-MYLES, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23 (2), 116-133.
  • SİNZ, C. T. (2004). Viewpoints and attitudes of teachers (K-5) who have students with Asperger’s disorder. Unpublished Master Dissertation, Menomonie: University of Wisconsin Stout.
  • SNYDER, R.F. (1999). Inclusion: A qualitative study of in-service general education teachers’ attitudes and concerns. Education, 120 (1),173-182.
  • SOODAK, L.C., PODELL, D.M., & LEHMAN, L.R. (1998). Teacher, student and school attributes as predictors of teachers’ responses to inclusion. Journal of Special Education, 31, 480-497.
  • STARR, E. M., FOY, J. B., & CRAMER, K. M. (2001).Parental perceptions of the education of childrenwith pervasive developmental disorders. Education and Training in Mental Retardation and Developmental Disabilities, 36, 55– 68.
  • STEPHENS, T. M., BLACKHURST, A. E. & MAGLİOCCA, L. A. (1982). Teaching mainstreamed students. New York: John Wiley and Sons, Inc..
  • SUCUOĞLU, B., & AKALIN, S. (2010). Kaynaştırma sınıflarına alternatif bir bakış: Çevresel davranışsal değerlendirme ile öğretimsel özelliklerin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 11(01), 019-037.
  • SWAİM, K. F., & MORGAN, S. B. (2001). Children’s attitudes and behavioral intentions toward a peer with autistic behaviors: Does a brief educational intervention have an effect? Journal of Autism and Developmental Disorders, 31, 195–205.
  • SYRİOPOULOU-DELLİ, C. K., CASSİMOS, D. C., TRİPSİANİS, G. I., & POLYCHRONOPOULOU, S. A. (2012). Teachers’ perspectives regarding the management of children with autism spectrum disorders. Journal of Autism and Developmental Delay, 42, 755-768. doi: 10.1007/s10803-011-1309-7
  • TABACHNİCK, B. G., & FİDELL, L. S. (2001). Using multivariate statistics. Boston: Allyn and Bacon.
  • UNESCO (2009) Policy guidelines on inclusion in education. United Nations Educational, Scientific and Cultural Organization. Paris, France.
  • UNESCO, (2004) EFA Global Monitoring Report 2005. The Quality Imperative. Paris, UNESCO.
  • UNİCEF. (2012). The right of children with disabilities to education: A rights-based approach to inclusive education. Geneva: UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (CEECIS).
  • VAKIL, S., WELTON, E., O’CONNOR, B., & KLINE, L. S. (2009). Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal, 36 (4), 321.
  • VARLIER, G. & VURAN, S. (2006). Okul öncesi eğitimi öğretmenlerinin kaynaştırmaya ilişkin görüşleri. Kuram ve Uygulamada Eğitim Bilimleri. Educational Sciences: Theory ve Practice, 6, 553-585.
  • WATKİNS, A. (2007). Assessment in ınclusive settings: key ıssues for polic and practice. Odense, Denmark: European Agency for Development in Special Needs Education.
  • WHALON, K. J., & HANLİNE, M. F. (2013). The state of inclusion of children with Autism Spectrum Disorder in United States public schools. Revista Educação Especial, 26 (47).
  • WHITE, S. W., SCAHILL, L., KLIN, A., KOENIG, K., & VOLKMAR, F. R. (2007). Educational placements and service use patterns of individuals with autism spectrum disorders. Journal of autism and developmental disorders, 37 (8), 1403-1412.
  • YAZICI, D. N., & AKMAN, B. (2018). Okul öncesi öğretmenlerinin otizmli çocukların kaynaştırılması hakkındaki düşüncelerinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 105-128. doi: 10.21565/ozelegitimdergisi.284253
  • YILMAZ, E., & BATU, E. S. (2016). Farklı branştan ilkokul öğretmenlerinin bireyselleştirilmiş eğitim programi, yasal düzenlemeler ve kaynaştirma uygulamalari hakkindaki görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17 (03), 247-268.
Toplam 148 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Yakup Burak 0000-0002-0640-4749

Emine Ahmetoğlu 0000-0001-7974-7921

Yayımlanma Tarihi 21 Ekim 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Burak, Y., & Ahmetoğlu, E. (2019). OTİZMLİ ÇOCUKLARIN EĞİTSEL YERLEŞTİRİLMESİ, KAYNAŞTIRILMASI VE BÜTÜNLEŞTİRİLMESİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİNİN BELİRLENMESİ. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 685-728. https://doi.org/10.29029/busbed.586834

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OTİZMLİ ÇOCUKLARIN EĞİTSEL YERLEŞTİRİLMESİ, KAYNAŞTIRILMASI VE BÜTÜNLEŞTİRİLMESİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİNİN BELİRLENMESİ
Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
Yakup BURAK
https://doi.org/10.29029/busbed.586834
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