Mülteci Eğitiminde “Uyum Sınıflarına” Yönelik Bir Değerlendirme

2019-2020 eğitim-öğretim yılı ile birlikte Milli Eğitim Bakanlığı bünyesinde mülteci öğrencilerin Türk eğitim sistemine entegrasyonu teması adı altında “uyum sınıfları” kapsamında yeni bir uygulaması başlatılmıştır. Araştırmanın amacı yeni başlayan “uyum sınıfı” olgusunun paydaş görüşleri çerçevesinde incelenmesidir. Araştırma nitel araştırma yöntemlerinden olgubilim ile tasarlanmıştır. Araştırmaya, PIKTES (Project on Promoting Integration of Syrian Kids Into the Turkish Education / Suriyeli Çocukların Türk Eğitim Sistemine Entegrasyonu) projesinde görevli 6 Türkçe öğretmeni, 5 PDR öğretmeni, 3 okul yöneticisi, 6 Suriyeli öğrenci ve mülteci öğrenciler konusunda çalışmalar yapan 2 akademisyen ve PIKTES projesi il milli eğitim koordinatörleri katılmıştır. Araştırma verileri yarı yapılandırılmış görüşme formu ile toplanmıştır. Toplanan verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırma sonuçları, uyum sınıfları uygulamasının mülteci öğrencilerin psikososyal açıdan izolasyon altına alınmaları, akademik olarak başarısızlığın etiketlenmesi, yetersiz dil öğretimi ve kapsayıcı okul ortamını çarpıtma gibi birçok açıdan sorunlu ve yetersiz olduğunu işaret etmiştir. Ulaşılan sonuçlara yönelik bazı önerilerde bulunulmuştur.

An Evaluation of “Integration Classes” for Refugee Children

In the 2019-2020 MoNE academic year, integration classes were launched in order to support the integration of refugee students into the Turkish education system. The aim of the current research is to elaborate the “integration class” phenomenon within the framework of stakeholders’ opinions. The participants of this qualitative research consist of 6 Turkish teachers, 5 PDR teachers, 3 school administrators, 6 Syrian students, 2 academics, and 3 national education coordinators of the PIKTES project. The research data were collected through a semi-structured interview form. Content analysis method was utilized to analyze the collected data. The results pointed out that the integration class model is problematic and inadequate in many terms such as psycho-social isolation of disadvantaged students, labeling academic failure, ineffective language teaching, and distorting inclusive school environments. Some suggestions were made depending on the implications derived from the results.

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