Derya CAN, Canan PEKBAY, Meral HAKVERDİ CAN, Gökhan KAYA, Ayşegül AVŞAR TUNCAY, Sevcan CANDAN

İlköğretim Ders Kitaplarında Engellilik

Bu çalışmada, Türkiye’de ilköğretim düzeyinde okutulmakta olan Hayat Bilgisi, Sosyal Bilgiler ve Fen ve Teknoloji ders kitaplarında yer alan görsel ve metinlerde engellilik konusuna hangi düzeyde ve nasıl yer verildiği incelenmiştir. Nitel araştırma yöntemlerinden, doküman analizi tekniği kullanılarak 2011-2012 eğitim-öğretim yılında Milli Eğitim Bakanlığı tarafından yayınlanan 12 kitap araştırmacılar tarafından incelenmiştir. Araştırma sonucunda; ders kitaplarında engellilik konusuna ve engelli bireylere sınırlı sayıda yer verildiği saptanmıştır. Ayrıca çalışma sonuçlarından elde edilen önemli bulgular, yetersizlikten etkilenmiş bireylerin büyük çoğunluğunun çocuk ve bedensel engelli olduğunu ve yarıdan fazlasının engelsiz akranları ile birlikte verildiğini göstermiştir. Büyük bir çoğunluğu çocuklardan oluşan yetersizlikten etkilenmiş bireylere genellikle okul dışı mekânlarda yer verilmiştir. İncelenen ders kitaplarında büyük ölçüde metin ve görsel birbirini desteklemiştir. Yetersizlikten etkilenmiş bireyler ders kitaplarında da sosyal ve eğitsel yaşamla tam anlamıyla bütünleştirilmelidir.

Anahtar Kelimeler:

Ders kitapları, engellilik, kaynaştırma eğitimi, doküman analizi

Disability in Elementary School Textbooks

This study investigated the representation of disabled people in the textbooks of elementary school Natural Sciences, Social Studies and, Science and Technology courses. In this study, 12 textbooks published by Ministry of National Education in Turkey during the academic year of 2011-2012 were examined using content analysis. Findings of this study revealed that representation of disabled people in visuals and texts in elementary school textbooks was limited. There is a need to increase awareness of the educators and textbooks writers on the representation of disabled peoples in the visuals and text. Besides, the significant findings of the study results showed that majority of people with disabled were children and physically disabled and more than half of them were with individuals who has not any handicap. Disabled people were often located in places outside of the school. Text and images were in textbooks supported each other. Moreover, disabled people should be integrated social and educational life in textbooks.

Keywords:

Textbooks, disability, inclusive education, document analysis,

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