Planlı Davranışlar Teorisi Çerçevesinden Beden Eğitimi Öğretmenlerinin Özel Gereksinimli Öğrencilere Yönelik Tutum ve Görüşlerinin İncelenmesi

Bu araştırmada, Planlı Davranışlar Teorisi çerçevesinden beden eğitimi (BE) öğretmenlerinin özel gereksinimli öğrencilere yönelik tutum ve görüşlerinin incelenmesi amaçlanmıştır. Araştırma, nicel ve nitel veri toplama tekniklerinin bir arada kullanıldığı karma araştırma yaklaşımında desenlenmiştir. Araştırmanın çalışma grubunu, Ankara ilindeki 37 farklı ortaokulda görev yapan 168 BE öğretmeni oluşturmuştur. Veriler; Kişisel Bilgi Formu, Yetersizlikten Etkilenmiş Kişilere Yönelik Tutum Ölçeği ve Yarı Yapılandırılmış Görüşme Formu aracığıyla toplanmıştır. Verilerin analizinde Bağımsız Gruplar t-Testi, Tek Yönlü Varyans Analizi ve İçerik Analizi tekniklerine başvurulmuştur. Araştırmanın nicel bulgularına göre, BE öğretmenlerinin özel gereksinimli öğrencilere yönelik tutum düzeylerinin olumlu yönde olduğu saptanmıştır. Ayrıca; cinsiyet, yaş, kıdem, özel gereksinimli öğrencilerle öğretim tecrübesi ve öğrencilerin yetersizliğinin türü değişkenlerinin BE öğretmenlerinin özel gereksinimli öğrencilere yönelik tutumlarını etkilediği görülmüştür. Araştırmanın nitel bulgularına göre, BE öğretmenlerinin çoğunluğunun özel gereksinimli öğrencilerin BE dersinde kaynaştırılmasına yönelik olumlu yönde bakış açısına sahip olduğu değerlendirilmiştir. Buna karşın az sayıda BE öğretmeninin sınıfların kalabalık olması, yetersiz malzeme, okulun ve sınıfların uygun olmayan fiziki yapıları ile özel gereksinimli öğrenciler ve eğitimleri hakkındaki bilgi eksikliklerinden dolayı özel gereksinimli öğrencilerin BE dersinde kaynaştırılmasına yönelik olumsuz görüş belirttiği tespit edilmiştir.

The Investigation of Attitudes and Opinions of Physical Education Teachers towards Students with Special Needs from the Framework of Theory of Planned Behavior

In this research, it was aimed to examine the attitudes and opinions of physical education (PE) teachers towards students with special needs from the framework of Theory of Planned Behavior. The research was designed in a mixed research approach where quantitative and qualitative data collection techniques are used together. The study group consisted of 168 PE teachers working in 37 different secondary schools in Ankara. Data were collected through Personal Information Form, Attitude Scale for Persons Affected by Disability and Semi-Structured Interview Form. Independent groups t-Test, One-way ANOVA and Content Analysis techniques were used for data analysis. According to the quantitative findings of the research, it was determined that PE teachers' attitudes towards students with special needs were positive. Also, it was observed that the variables such as gender, age, seniority, teaching experience with students with special needs and type of students' disability affect PE teachers' attitudes towards students with special needs. According to the qualitative findings of the research, it was evaluated that the majority of PE teachers’ general perspectives towards the inclusion students with special needs in PE course were positive. On the other hand, it was determined that a small number of PE teachers stated negative opinion towards the inclusion students with special needs in PE course because of the crowded classes, inappropriate physical structures of schools and classes, and lack of knowledge about students with special needs and their education.

PDF

___

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 79-211.
Ajzen, I., & Fishbein, M. (1980).Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly, 24, 103-124.
Block, M. E. and Rizzo, T. L. (1995). Attitudes and attributes of physical educators associated with teaching individuals with severe and profound disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 80-87.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Boston: Allyn and Bacon.
Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem A.
Casebolt, K., & Hodge, S. (2010). High School physical education teachers’ beliefs about teaching students with mild to severe disabilities. Physical Educator, 67(3), 140-155.
Chan, C. C. H., Lee, T. M. C., Yuen, H. K., & Chan, F. (2002). Attitudes toward people with disabilities between Chinese rehabilitation and business students: An implication for practice. Rehabilitation Psychology, 47, 324-338.
Coates, J. K. (2012). Teaching inclusively: Are secondary physical education student teachers sufficiently prepared to teach in inclusive environments? Physical Education and Sport Pedagogy, 17(4), 349-365.
Conatser, P., Block, M. E., & Gansneder, B. (2002). Aquatic instructors’ beliefs toward inclusion: The theory of planned behavior. Adapted Physical Activity Quarterly, 19, 172-187.
Creswell, J. W., & Plano-Clark, V. L. (2014). Designing and conducting mixed methods research. London: Sage Publications Ltd.
Doulkeridou, A., Evaggelinou, C., Mouratidou, K., Koidou, I., Panagiotou, A., & Kudlacek, M. (2011) Attitudes of Greek physical
education teachers towards inclusion of students with disabilities in physical education classes. International Journal of Special Education, 26(1), 1–11.
Fejgin, N., Talmor, R., & Erlich, I. (2005). Inclusion and burnout in physical education. European Physical Education Review 11, 29-50.
Folsom-Meek S. L., & Rizzo, T. L. (2002). Validating the physical educators’ attitude toward teaching individuals with disabilities III (PEATID III) survey for future professionals. Adapted Physical Activity Quarterly, 19, 141-154.
Gash, H., Gonzales, S. G., Pires, M., & Rault, C. (2000). Attitudes towards Down Syndrome: A national comparative study in France, Ireland, Portugal and Spain. The Irish Journal of Psychology, 21, 203-214.
Greguol, M., Gobbi, E., & Carraro, A. (2013). Formação de professores para a educação especial: Uma discussão sobre os modelos Brasileiro e Italiano. Revista Brasileira de Educação Especial, 19, 307-324.
Greguol, M., Malagodi, B. M., Carraro, A. (2018). Inclusion of students with disabilities in physical education classes: Teachers’ attitudes in regular schools. Revista Brasileira de Educação Especial, 24, 33-44.
Hersman, B. L., & Hodge, S. R. (2010). High school physical educators’ beliefs about teaching differently abled students in an urban public school district. Education and Urban Society, 42(6), 730-757.
Hodge, S., Ammah, J., Casebolt, K., Lamaster, K., & O’Sullivan, M. (2004). High School general physical education teachers’ behaviors and beliefs associated with inclusion. Sport, Education and Society, 9, 395-419.
Hodge, S. R., Sato, T., Mukoyama, T., & Kozub, F. M. (2013). Development of the physical educators’ judgments about inclusion ınstrument for Japanese physical education majors and an analysis of their judgments. International Journal of Disability, Development and Education, 60, 332-346.
Hodge, S. R., & Elliott, G. (2013). Physical education majors’ judgments about inclusion and teaching students with disabilities. Journal of Education and Training Studies, 1, 151-157.
Hodge, S. R., Haegele, J., Filho, P. G., & Lopes, G. R. (2018). Brazilian physical education teachers’ beliefs about teaching students with disabilities. International Journal of Disability, Development and Education, 65, 408-427.
Hutzler, Y. (2003). Attitudes towards the participation of individuals with disabilities in physical activity. A review. QUEST, 55, 347-373.
Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: A narrative review of international literature. Physical Education and Sport Pedagogy, 24, 249-266.
Jeong, M., & Block, M. E. (2011). Physical education teachers’ beliefs and intentions toward teaching students with disabilities. Research Quarterly for Exercise and Sport, 82, 239-246.
Jerlinder, K., Danermark, B., & Gill, P. (2010). Swedish primary‐school teachers’ attitudes to inclusion – the case of PE and pupils with physical disabilities. European Journal of Special Needs Education, 25, 45-57.
Karasar, N. (2015). Bilimsel araştırma yöntemi. Ankara: Nobel. Knoll, M., & Fediuk, F. (2012). Physical education for children and youth with disabilities in the special education and general school systems in Germany. European Journal of Adapted Physical Activity, 5, 18-27.
Krahé, B., & Altwasser, C. (2006). Changing negative attitudes towards persons with physical disabilities: An experimental intervention. Journal of Community & Applied Social Psychology, 16, 59-69.
McKay, C., Block, M. E., & Park, J. Y. (2015). The impact of paralympic school day on student attitudes toward inclusion in physical education. Adapted Physical Activity Quarterly, 32, 331-348.
Melekoğlu, M. A. (2013). Özel gereksinimli öğrencilerle yürütülen etkileşim projesinin genel eğitim öğretmenlerinin kaynaştırma uygulamalarına yönelik olumlu tutum ve farkındalık geliştirmeleri üzerindeki etkilerinin belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(2), 1053-1077.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
Milli Eğitim Bakanlığı. (2017). Milli Eğitim İstatistikleri Örgün Eğitim 2016/’17. https://sgb.meb.gov.tr/meb_iys_dosyalar/2017_09/08151328_meb_istatistikleri_orgun_egitim_2016_2017.pdf adresinden 18.08.2019 tarihinde erişilmiştir.
Milli Eğitim Bakanlığı. (2018). Milli Eğitim İstatistikleri Örgün Eğitim 2017/’18. http://sgb.meb.gov.tr/meb_iys_dosyalar/2018_09/06123056_meb_istatistikleri_orgun_egitim_2017_2018.pdf adresinden 18.08.2019 tarihinde erişilmiştir.
Milli Eğitim Bakanlığı. (2019). Milli Eğitim İstatistikleri Örgün Eğitim 2018/’19. https://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_istatistikleri_orgun_egitim_2018_2019.pdf adresinden 18.08.2019 tarihinde erişilmiştir.
Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive physical education: Teachers’ views of including pupils with special educational needs and/or disabilities in physical education. European Physical Education Review, 11, 84-107.
Obrusnikova, I. (2008). Physical educators’ beliefs about teaching children with disabilities. Perceptual and Motor Skills, 106, 637-644.
Özer, D. (2018). Engelliler için beden eğitimi ve spor. Ankara: Nobel.
Özer, D., Baran, F., Aktop, A., Nalbant, S., Ağlamış, E., & Hutzler, Y. (2012). Effects of a special olympics unified sports soccer program on psycho social attributes of youth with and without intellectual disability. Research in Developmental Disabilities, 33, 229-239.
Özer, D., Nalbant, S., Ağlamış, E., Baran, F., Kaya-Samut, P., Aktop, A., et al. (2013). Physical education teachers’ attitudes towards children with intellectual disability: The impact of time in service, gender, and previous acquaintance. Journal of Intellectual Disability Research, 57, 1001-1013.
Özyürek, M. (1977). Effects of live, audio and print presentations of a discussion about physical disabilities on attitude modification toward disabled persons in Turkey. Unpublished doctoral dissertation, University of Northern Colorado.
Özyürek, M. (2006). Engellilere yönelik tutumların değiştirilmesi. Ankara: Kök Yayıncılık.
Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün-Selçuk & B. Demir, Çev.). Ankara: Pegem A.
Pivik, J., McComas, J., Macfarlane, I., & Laflamme, M. (2002). Using Virtual reality to teach disability awareness. Journal of Educational Computing Research, 26, 203-218.
Pocock, E., & Miyahara, M. (2018). Inclusion of students with disability in physical education: A qualitative meta-analysis. International Journal of Inclusive Education, 22, 751-766.
Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25, 59-75.
Rizzo, T. L., & Vispoel, W. P. (1991). Physical Educators’ attributes and attitudes toward teaching students with handicaps. Adapted Physical Activity Quarterly, 8, 4-11.
Roh, H. (2002). The practical realities of inclusive physical education and cognition of physical education teachers toward inclusive physical education in Korea. Journal of Korean Adapted Physical Activity & Exercise, 10, 13-26.
Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59, 257-281.
Qi, J., Wang, L., & Ha, A. (2017). Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities. Asia Pacific Journal of Education, 37, 86-102.
Sallis, J. F., Mckenzie, T. L., Beets, M. W., Beighle, A., Erwin, H., & Lee, S. (2012). Research quarterly for exercise and sport physical education’s role in public health. Research Quarterly for Exercise and Sport Physical Education, Recreation and Dance, 83, 125-135.
Sato, T., & Hodge, S. R. (2009). Japanese physical educators’ beliefs on teaching students with disabilities at urban high schools. Asia Pacific Journal of Education, 29, 159-177.
Tashakkori, A., & Creswell, J. W. (2007). The new era of mixed methods. Journal of Mixed Methods Research, 1, 3-7.
Temple, V. A., & Stanish, H. I. (2011). The feasibility of using a peer-guided model to enhance participation in communitybased physical activity for youth with intellectual disability. Journal of Intellectual Disabilities, 15, 209-217.
Tervo, R. C., Palmer, G., & Redinius, P. (2004). Health professional student attitudes towards people with disability. Clinical Rehabilitation, 18, 908-915
Türnüklü, A. (2000). Eğitim bilim araştırmalarında etkin olarak kullanılabilecek nitel araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi, 6(24), 543-559.
Vickerman, P., & Coates, J. (2009). Trainee and recently qualified physical education teachers perspectives on including children with special educational needs. Physical Education and Sport Pedagogy, 14, 137-53.
Westwood, P., & Graham, L. (2003). Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia. Australian Journal of Learning Disabilities, 8, 3-15.
Wang, L. J., Qi, J. and Wang, L. 2015. Beliefs of Chinese physical educators about teaching students with disabilities in their general physical education classes. Adapted Physical Activity Quarterly, 32, 137-155.
Yıldırım, A., & Şimşek, H. (2014). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
Yuker, H. E., Block, J. R., & Youung, J. (1970). The measurements of attitudes towards disabled persons. New York: Human Resource Center