Genel Eğitim Sınıflarındaki Özel Gereksinimli Öğrencilerin Sergilediği Problem Davranışlar İle Davranış Sonrası Öğretmen Tepkilerinin İncelenmesi

Bu çalışmada, genel eğitim sınıflarındaki özel gereksinimli öğrencilerin sergilediği problem davranışlar ile davranış sonrası öğretmen tepkilerinin incelenmesi amaçlanmıştır. Araştırmaya Bolu İli'ndeki ilkokullarda görev yapan, sınıfında kaynaştırma öğrencisi olan ve sınıfında gözlem yapılmasına izin veren 72 sınıf öğretmeni ile bu sınıflardaki özel gereksinimli öğrenciler katılmıştır. Araştırma verilerinin toplanmasında anekdot kaydı tekniği kullanılmıştır. Veriler üç bağımsız gözlemci tarafından toplanmış; verilerin çözümlenmesinde betimsel analizden yararlanılmıştır. Çalışmanın sonunda öğretmenlerin, öğrencilerin problem davranışlarına en sık dersin 11. dakikası ile 20. dakikası arasında tepki gösterdikleri; en sık öğrencilerin izinsiz sınıfta gezinme ve arkadaşı ile konuşma davranışlarına tepkide bulundukları ve en çok sözel uyarma (sessiz ol, dersi dinle, yerinde otur, konuşma, parmak kaldır vb.) tepkilerini verdikleri belirlenmiştir.

Investigation of Problem Behaviours Exhibited By Special Needs Students in General Education Classrooms and Teacher Reactions

This study aims to investigate problem behaviors exhibited by special needs students in general education classrooms and teacher reactions to those problem behaviors. 72 classroom teachers employed in primary schools in Bolu who allowed observations in their classrooms with special needs students and the special needs students in those classrooms participated in the study. Anecdotal record technique was used to record student behaviors and teacher responses. Data were collected by three independent observers and descriptive analysis was used in data analysis. Results showed that teachers commonly responded to problem behaviors in 11th -20th minutes of the class; that problem behaviors such as moving from their seats without permission and talking during class generated the most frequent responses from teachers and that teachers mostly used verbal warnings (such as "be quiet, listen to the lesson, sit in your seat, don't talk, hold up your finger".) in response to problem behaviors.

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