Beyond the Handicaps: An Ethnographic Analysis of School and Social Lives of Inclusive Students*
Bu araştırmanın amacı; kaynaştırma öğrencilerinin okul ve sınıf kültüründeki sorunlarının tespiti, kaynaştırma uygulamalarındaki görülen eksikliklerinin ortaya çıkarılması ve uygun etkinliklerin belirlenmesidir. Araştırmanın desenini; nitel araştırma yöntemlerinden Gözleme Dayalı Kültür Analizi (Etnografya / Etnography) oluşturmaktadır. Bu amaçla, kendi özür gruplarının özelliklerini taşıyan 4 (dört) özel gereksinimli öğrenci, nitel veri toplama tekniklerinden ayrıntılı gözlemler ile izlenmiş, saha notları tutulmuş ve elde edilen veriler öğretmenleri ile yapılan görüşmeler ile desteklenmiştir. Veriler, içerik analizleri yapılarak incelenmiştir. Analizler sonucunda, tema ve alt temalar bulunmuştur. Analizlerden şu sonuçlara ulaşılmıştır: Özel gereksinimli öğrencilerin, kaynaştırma uygulamasında 'normal' öğrenciler ile aynı ortamda bulunmaktan keyif aldıkları ve sosyalleşme açısından büyük aşama kaydettikleri gözlemlenmiştir. Sınıf öğretmenlerinin, uygun etkinlik ve uygulama seçimleri, kaynaştırma öğrencilerinin Sosyal ortamlarda daha istekli olmasını sağlamıştır. Aile, öğretmen ve okul yönetimleri görevlerini eksiksiz yaptığında kaynaştırma eğitimi başarıya ulaşmaktadır. Kaynaştırma eğitiminde yaşanan en büyük problemler; akran kabulü ve ders etkinliklerinde yapılan yanlış uygulamalardır. Kaynaştırma öğretmenlerin, uygulamalarda yetersiz kaldığı görülmüştür. Öğretmenlerin, kaynaştırma eğitimi konusunda bilgilendirilmesi ve hizmetiçi eğitim almaları gerekmektedir.
Engellerin Ötesinde: Kaynaştırma Öğrencilerinin Okul ve Sosyal Yaşamlarının Etnografik Analizi
This study aims to identify inclusive students' problems in the school and classroom culture and determine the appropriate activities and shortcomings in inclusive practices. One of the qualitative research methods, Ethnography is employed as research design. Therefore, detailed observation is utilized to observe 4 students with special needs having features of their equivalent disability group. Besides, field notes and interviews are used to support data. Obtained data are analyzed through content analysis. Concordantly, themes and sub-themes are categorized. Results of the analysis reveal following findings: Students with special needs take pleasure in sharing the same environment with 'normal'-progress students thus; they leap forward to socialization. Equally important, appropriate activity and practice choice of the classroom teachers facilitate inclusive students' willingness. Additionally, inclusive education serves its purpose when the parents, school administrators and the involved teachers duly perform their duties collaboratively. Main problems encountered in inclusive education entail peer acceptance and improper practices in class activities. Another conclusion drawn from the study is that inclusive education teachers fail to perform practices effectively. Accordingly, it can be recommended that in-service training programs for inclusive education teachers are to be structured as part of their professional development.
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- ISSN: 1309-0682
- Yayın Aralığı: Yılda 4 Sayı
- Başlangıç: 2008
- Yayıncı: Tayfun Taşbilek