Arzu ÖZEN, Yasemin ERGENEKON, Derya GENÇ, Burcu Ülke KÜRKÇÜOĞLU

Kaynaştırma öğrencisi olan okulöncesi öğretmenlerinin sınıf larında yaptıkları öğretim uygulamalarının belirlenmesi

Ülkemizde okulöncesi eğitim ortamlarına kaynaştırılan özel gereksinimli çocukların günlük rutinler ve etkinlikler sırasında akranlarıyla birlikte öğretime katılmasına ve bu etkinlikler sırasında sistematik öğretim almasına zemin hazırlayacak öğretimsel düzenlemelere gereksinim duyulmaktadır. Bu düzenlemelerin neler olduğunu belirleyebilmek için bu çalışmada, sınıflarında kaynaştırma öğrencisi bulunan okulöncesi öğretmenlerinin sınıflarında normal gelişim gösteren öğrencilerine kazandırmak istedikleri amaçların ne olduğu, bu amaçlara ulaşmak için sınıflarında ne tür öğretim etkinlikleri düzenledikleri ve bu etkinliklere özel gereksinimli öğrenciyi nasıl kattıklarına ilişkin durumun belirlenmesi amaçlanmıştır. Araştırmada 10 okulöncesi öğretmeniyle yarı-yapılandırılmış görüşmeler yapılmış ve veriler tümevarım analiziyle analiz edilmiştir. Analiz sonucunda dört ana temaya ve alt temalara ulaşılmıştır. Bulgular, öğretmenlerin öğretim sunarken, amaçları oyunun, rutinlerin ve geçişlerin kullanıldığı doğal öğretim fırsatlarının içine yerleştirerek gerçekleştirdiklerini; ancak, bu uygulamaların özel gereksinimli öğrencileriyle işe yarayabilmesi için daha sistematik uygulamalara yer verilmesi gerektiğini göstermektedir. Bu noktada, özel gereksinimli çocuklarla çalışan öğretmenlere doğal ortamda kullanılan öğretim tekniklerinden biri olan etkinlik temelli öğretimin sistematik öğretim yöntemleriyle birlikte kullanılmasına ilişkin yeterlik kazandırılması, başarılı kaynaştırma uygulamalarının artmasına ve kaynaştırma öğrencisinin eğitimden istenilen düzeyde yararlanmasına katkı sağlayabilir. Çalışmada bu bulgulara dayalı olarak ileri araştırmalara ve uygulamaya yönelik öneriler bulunmaktadır.

Teaching practices used by preschool teachers who have mainstreamed students in their classrooms

In our country, the instructional arrangements for the children with developmental disabilities placed into general schools to participate in the instruction together with their peers and have systematic instruction during the daily routines and activities are needed. In order to identify what these arrangements are, in the study it was aimed to determine what the instructional goals preschool teachers who have mainstreamed students planned to teach to children with typical development in their classes are, what sorts of activities they made in order to reach these goals, and how they make the children with developmental disabilities a part of the activities in the classes. Semi-structured interviews were conducted with 10 preschool teachers and the data were analyzed inductively. Four main themes and sub-themes came out of the data. Results of the study revealed that teachers reached the instructional goals by embedding them into natural teaching opportunities including the plays, routines and transitions but the results also showed that in order for the children with developmental disabilities get benefit from these opportunities more systematic practices should be conducted in the classes. Moving from this point, causing preschool teachers working with children with developmental disabilities to acquire the skills in order to use activity based instruction, one of the natural teaching strategies, with other systematic instructions can contribute to increase the success of inclusion of these children into preschools and for the students to be more successful in the inclusion classes. Based on these findings, recommendations for further studies and practices were made in the study.

PDF

___

Allen, K. E., & Cowdery, G. E. (2005). The Exceptional Child: Inclusion in Early Childhood Education. (Beşinci Basım.). Australia: Thomson Delmar Learning.
Allen, K. D., & Cowan, R. J. (2008). Naturalistic Teaching Prodecedures. J. K. Luiselli, D. C. Russo, W. P. Christian & S. M. Wilczynski (Eds.), Effective Practices for Children with Autism: Educational and Behavioral Support Interventions That Work (s.213-240). Oxford University Press.
Bakkaloğlu, H. (2008). The Effectiveness of Activity Based Intervention Program on the Transition Skills of Children with Developmental Disabilities Aged between 3 and 6 Years. Kuram ve Uygulamada Eğitim Bilimleri, 8, 393-406.
Barton, E. E., & Wolery, M. (2008). Teaching Pretend Play to Children with Disabilities. Topics in Early Childhood Special Education, 28(2), 109-125.
Bricker, D. D. (2000). Inclusion: How the Scene Has Changed. Topics in Early Childhood Special Education, 20, 14-19.
Bruder, M. B. (2010). Early Childhood Intervention: A Promise to Children and Families for their Future. Exceptional Children, 76(3), 339-355.
Carta, J. J., & Kong, N. Y. (2007). Trends and Issues in Interventions for Preschoolers with Developmental Disabilities. S. L. Odom, R.H. Horner , M. Snell, & J. Blacher (Eds.), Handbook of Developmental Disabilities (s.161-180). New York, NY: Guilford Press.
Colozzi, G. A., Ward, L. W., & Crotty, K. E. (2008). Comparison of Simultaneous Prompting Procedure in 1:1 and Small Group Instruction to Teach Play Skills to Preschool Students with Pervasive Developmental Disabilities. Education and Training in Developmental Disabilities, 43(2), 226-228.
Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2nd Ed.). Pearson Merrill Prentice Hall.
Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The Effects of Embedded Skill Instructions on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays. Topics in Early Childhood Special Education, 21, 213-221.
Dunlap, L. L. (2009). The Importance of Play. L. L. Dunlap, (Ed.). An Introduction to Early Childhood Special Education: Birth to Age Five, (s.352-388). Upper Saddle River, New Jersey.
Dunts, C. J. (2007). Early Intervention for Infants and Toddlers with Developmental Disabilities. S. L. Odom, R.H. Horner , M. Snell, & J. Blacher (Eds.), Handbook of Developmental Disabilities (s.161-180). New York, NY: Guilford Press.
Eripek, S. (2008). Okulöncesi Dönemde Özel Eğitim. S. Eripek (Ed.) Özel Eğitim (s.1-19). Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
Guralnick, M. J. (2005). An Overview of the Developmental Systems Model for Early Intervention. M. J. Guralnick (Ed.), The Developmental Systems Approach to Early Intervention (s.3-28). Baltimore, MD: Paul H. Brookes.
Hemmeter, M. L. (2000). Classroom-Based Interventions: Evaluating the Past and Looking toward the Future. Topics in Early Childhood Special Education, 20, 56-61.
Horn, E., Lieber, J., Sandall, S., & Schwartz, I. (2000). Supporting Young Childrens’ IEP Goals in Inclusive Setting through Embedded Learning Opportunities. Topics in Early Childhood Special Education, 20, 208-223.
Johnson, J. W., & McDonnell, J. (2004). An Exploratory Study of the Implementation of Embedded Instruction by General Educators with Students with Developmental Disabilities. Education & Treatment of Children, 27, 46-64.
Jonhson, J. W., McDonnell, J., Hozwarth, V. N., & Hunter, K. (2004). The Efficacy of Embedded Instruction for Students with Developmental Disabilities Enrolled in General Education Classes. Journal of Positive Behavior Interventions, 6, 214-217.
Kurt, O. & Tekin-İftar, E. (2008). A Comparison of Constant Time Delay and Simultaneous Prompt ing within Embedded Instruction on Teaching Lei sure Skills to Children with Autism. Topics in Early Childhood Special Education, 28, 53-64.
Macy, M. G., & Bricker, D. D. (2007). Embedding Individualized Social Goals into Routine Activites in Inclusive Early Childhood Classrooms. Early Child Development and Care, 177(2), 107-120.
McBride, B. J., & Schwartz, I. S. (2003). Effects of Teaching Early Interventionists to Use Discrete Trials during Ongoing Classroom Activities. Topics in Early Childhood Special Education, 23, 5-17.
McDonnell, J., Johnson, J. W., Polychronis, S., Risen, T., Jameson, M., & Kercher, K. (2006). Comparison of one-to-one Embedded Instruction in General Education Classes with Small Group Instruction in Special Education Classes. Education and Training in Developmental Disabilities, 41, 125-138.
McDonnell, J., Johnson, J.cW., & McQuivey, C. (2008). Embedded Instruction for Students with Developmental Disabilities in General Education Classrooms. A Publication of the Division on Developmental Disabilities of the Council for Exceptional Children.
Milli Eğitim Bakanlığı (1997). 573 Sayılı Özel Eğitim Hakkında Kanun Hükmünde Kararname.
Milli Eğitim Bakanlığı (2009). Özel Eğitim Hizmetleri Yönetmeliği. Resmi Gazate: 26184.
National Autism Center’s National Standards Report. (2009). National Autism Center. Randolph, Massachusetts.
Odom, S. L., Schwartz, I. S., & ECRII Investigators (2002). So What Do We Know from All This? Synthesis Points of Research on Preschool Inclusion, S.L. Odom (Ed.). Widening the Circle Including Children with Disabilities in Preschool Programs (s.154-174). New York: Teachers Collage Press.
Özen, A., & Ergenekon, Y. (2011). Özel Eğitimde Etkinlik Temelli Öğretim Uygulamaları. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 361-362.
Pretti-Frontczak, K., & Bricker, D. (2001). Use of Embedding Strategy during Daily Activities by Early Childhood Education and Early Childhood Special Education Teachers. Infant-Toddler Intervention, 11(2), 11-128.
Pretti-Frontczak, K., & Bricker, D. (2004). An Activity-Based Approach to Early Intervention (3rd Ed.). Baltimore: Paul Brooks Pub.
Riesen, T., McDonnell, J., Johnson, J. W., Polychronis, S., & Jameson, J. W. (2003). A Comparison of Constant Time Delay and Simultaneous Prompting within Embedded Instruction in General Education Classes with Students with Moderate to Severe Disabilities. Journal of Behavioral Education, 12, 241-259.
Sewell, T., Collins, B. C., Hemmeter, M. L., & Schuster, J. W. (1998). Using Simultaneous Prompting within an Activity Based Format to Teach Dressing Skills to Preschoolers with Developmental Delays. Journal of Early Intervention, 21, 132-145.
Snell, M. E., & Brown, F. (2006). Designing and Implementing Instructional Programs. M. E. Snell, & F. Brown, (Ed.), Instruction of Students with Severe Disabilities, (6. Baskı) Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
Tekin-İftar, E. (2008). Erken Çocukluk Özel Eğitiminde Çağdaş Gelişmeler. S. Eripek (Ed.). Özel Eğitim (s.1-19). Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
Thomas, D. R. (2003). “A general inductive approach for qualitative data analysis,” http://www.fmhs.auckland.ac.nz/soph/centers/hrmas/_docs/Inductive2003.pdf
Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding Instruction in Art Activities to Teach Preschoolers with Disabilities to Imitate Their Peers. Early Childhood Research Quarterly, 8, 277-294.
Wolery, M. (1994). Implementing Instruction for Young Children with Special Needs in Early Childhood Classroom. M, Wolery, & J. S. Wilbers (Eds.), Including Children Special Needs in Early Childhood Programs (s.151-166). Washington, DC: National Association for the Education of Young Children.
Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Margante, J. D. (2002). Embedding and Distributing Constant Time Delay in Circle Time and Transitions. Topics in Early Childhood Special Education, 22, 14-25.