İlköğretim Türkçe Ders Kitaplarında Özel Gereksinimli Bireyler

Özel gereksinimli bireylerin genel eğitim sınıflarına dâhil edilmesi sürecinde tipik gelişim gösteren akranların tutumları da kritik rol oynamaktadır. Bu yüzden çocuklara yönelik yazılan metinlerin yaşadığımız dünyayı temsil etmesi, uygun karakterlerin ve görsellerin tasviri yoluyla özgün hikâyeleri yansıtması önem arz etmektedir. Bu çalışmanın amacı özel gereksinimli bireylerin ilköğretim Türkçe ders kitaplarında ne kadar, ne düzeyde ve nasıl yer aldığını ortaya koymaktır. Bu çalışmada 2019-2020 öğretim yılından itibaren kullanılmak üzere Millî Eğitim Bakanlığı tarafından basılmış ilkokul ve ortaokul (1. sınıf-8. sınıf) Türkçe ders kitapları incelenmiştir. Bu sebeple bu araştırma doküman analizine başvurulan, nitel veri toplama ve değerlendirme yöntemlerinin kullanıldığı nitel bir araştırmadır. Tüm kitaplarda yer alan metinlerin yaklaşık %2,3’ünü özel gereksinim ile ilgili metinler ve tüm kitaplarda yer alan görsel içeriklerin yaklaşık %3’ünü özel gereksinim ile ilgili görsel içerikler oluşturmaktadır. Araştırmanın bulguları, Türkçe kitaplarındaki özel gereksinim ile ilgili içeriklerin tüm içeriklere oranla çok düşük bir yüzdeye sahip olduğunu göstermektedir. Gelecekte atılabilecek adımlara yönelik öneriler tartışılmaktadır.

Anahtar Kelimeler:

Özel Gereksinimli Bireyler, Ders Kitapları, Kapsayıcı Eğitim, Doküman Analizi, Temsil

Individuals with Disabilities in Elementary Turkish Textbooks

In the process of including individuals with disabilities in general education classes, the attitudes of peers who show typical development also play a critical role. Therefore, the content of the texts written for all students should represent the world we live in and reflect the original stories through the depiction of appropriate characters and visuals. Thus, the purpose of this study was to investigate how much, at what level, and how individuals with disabilities are represented in Turkish textbooks. Primary and middle school (1st-8th grade) Turkish textbooks published by the Ministry of National Education have been used from the 2019-2020 academic year were examined. For this reason, this study is a qualitative research in which document analysis is administered and the qualitative data collection and evaluation methods are used. All texts related to individuals with disabilities were approximately 2.3% of the texts in all books, and the visual contents related to individuals with disabilities were approximately 3% of the visual contents in all books. The findings of this study indicated that the content related to special needs has a very low percentage compared to the whole content. Suggestions for future enhancements were discussed.

Keywords:

Individuals with Disabilities, Textbooks, Inclusion, Document Analysis, Representation,

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