SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ

Bu çalışmada, dezavantajlı gruplara mensup öğrencilerden olan sığınmacı öğrencilerin toplumsal kabul görmelerinde öğretmen ve öğrenci etkileşiminin incelenmesi amaçlanmıştır. Çalışma kapsamında, sığınmacı öğrencilerin yoğun olduğu yerlerden Aksaray’da bulunan bir ortaokuldaki 3 sosyal bilgiler öğretmeninin 8 sığınmacı ve 14 Türk öğrenciyle etkileşimi ile öğretim uygulamaları incelenmiştir. Araştırma, nitel araştırma yaklaşımına dayalı olup sosyal bilgiler öğretmenlerinin kapsayıcı eğitim pratiklerini derinlemesine incelenmeyi amaçlayan çoklu durum çalışması modeliyle desenlemiştir. Araştırma sonuçları- na göre; sığınmacı öğrencilerin sınıflarda ya tek başlarına ya da diğer sığınmacı öğrenci ile yan yana sınıfın arka sıralarında oturdukları görülmektedir. Sığınmacı öğrencilerin sınıflarında karşılıklı saygı ve anlayışla karşılandığını gösteren kültürlerine özgü masal, bilmece vb. etkinliklerin paylaşıldığı görülmektedir. Sığınmacı öğrencilerin derslerde okuma, yazma ya da konuşma etkinliklerine çok katılmadıkları, yerine daha çok somut ve görsel materyallerin kullanıldığı derslere katılmayı tercih ettikleri görülmektedir. Derslerin büyük oranda düz anlatım yön- temi ile soru-cevap tekniğiyle sürdürüldüğü, materyal olarak ise ders ve etkinlik kitapları ile tahtanın kullanıldığı görülmektedir. Sığınmacı öğrencilerin derslerde aldıkları akran desteğinin yan yana ya da tek başına oturmalarından dolayı etkili olmadığı görülmektedir. Bu öğrencilerin sosyal etkileşimlerinin kalitesi ise farklı dil ve kültür özelliklerinden dolayı istenilen düzeyde olmadığı, bu öğrencilerin büyük oranda kabul edilme kaygısı yaşadığı görülmektedir.

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Milli Eğitim Dergisi-Cover
  • ISSN: 1302-5600
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 1973
  • Yayıncı: Milli Eğitim Bakanlığı
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