Ayşe Dilşad YAKUT, Alexandra A. LAUTERBACH

ÖĞRETMENLERİN ÖZEL EĞİTİME GÖNDERME VE YERLEŞTİRME KARARLARININ İNCELENMESİ

Öğretmenlerin özel eğitime gönderme kararları, yetersizliği olan öğrencilerin tanılanmasını etkileyen en önemli faktörlerden biridir. Öğretmenlerin kaynaştırmayla ilgili algıları ve öğrencinin özellikleri (öğrencinin cinsiyeti ve öğrencinin yaşadığı problem türü) öğretmenlerin özel eğitimle ilgili kararlarını etkileyebilir. Bu çalışmanın amacı, öğretmenlerin özel eğitime gönderme ve özel eğitim sınıfına yerleştirme kararlarındaki farklılıkları incelemektir. Öğrencinin cinsiyetinin ve yaşadığı problem türünün (akademik problem veya davranış problemi) değiştirildiği dört örnek olay kullanılmıştır. Bu örnek olaylar: (1) akademik problem sergileyen bir erkek öğrenci; (2) akademik problem sergileyen bir kız öğrenci; (3) davranış problemi sergileyen bir erkek öğrenci; ve (4) davranış problemi sergileyen bir kız öğrenci. Bu çalışma, Türkiye'nin Doğu Marmara bölgesindeki bir metropolün bir ilçesinde görev yapan 264 sınıf öğretmeninin veri analizini içermektedir. Öğretmenlerden dört örnek olayı okuması ve iki kapalı uçlu soruya cevap vermesi istenmiştir. Bulgular, öğretmenlerin öğrencinin yaşadığı problem türüne göre özel eğitim değerlendirmesine gönderme ve özel eğitim sınıfına yerleştirme kararlarında anlamlı bir farklılık olduğunu göstermiştir. Ayrıca, öğretmenlerin davranış problemi olan öğrenciyi özel eğitim değerlendirmesi için gönderme ve davranış problemi olan öğrenciyi özel eğitim sınıfına yerleştirme kararı verme eğiliminde olduğu görülmüştür. Öğretmenlerin, özel eğitim değerlendirmesine gönderme ve özel eğitim sınıfına yerleştirme kararlarında öğrencinin cinsiyetine göre bir farklılık bulunamamıştır. Araştırmanın sınırlılıkları ve gelecek araştırmalara yönelik öneriler tartışılmıştır.

EXAMINING TEACHERS’ DECISIONS IN REGARD TO REFERRAL AND PLACEMENT

One of the most important factors that can influence identificationof students with disabilities is teachers’ decisions to refer a student forspecial education. Teachers’ beliefs about inclusion and studentcharacteristics (students’ gender and problem type experienced by thestudents) can influence teachers’ decision making in special education.The purpose of this study was to examine diferences in teachers’decisions in regard to referral and placement. We developed four cases inwhich we varied student’s gender and problem type (i.e. academicproblems and behavioral problems). These cases include: (1) a malestudent exhibiting academic problems; (2) a female student exhibitingacademic problems; (3) a male student exhibiting behavioral problems;and (4) a female student exhibiting behavioral problems. This studyincluded data analysis from 264 elementary school teachers from onetown of a metropolitan city in the East Marmara region of Turkey.Teachers responded to two close-ended questions in regard to referraland placement after reading each case scenarios. Results indicated asignificant difference in teachers’ decisions based on the type of problema student experiences. Teachers were more likely to make a decision torefer a student with behavioral challenges for special educationevaluation and place a student with behavioral challenges in a specialeducation classroom. There was no difference in teachers’ decisionsbased on students’ gender. Limitations and implications for futureresearch were discussed.

PDF

___

Abidin, R. R., & Robinson, L. L. (2002). Stress, biases, or professionalism what drives teachers' referral judgments of students with challenging behaviors? Journal of Emotional and Behavioral Disorders, 10(4), 204-212. doi: 10.1177/10634266020100040201
Anderson, K. (1997). Gender bias and special education referrals. Annals of Dyslexia, 47, 151. Retrieved from https://search-ebscohostcom.silk.library.umass.edu/login.aspx?direct=true&db=edsjsr&AN=edsjsr.23768097&site=e ds-live&scope=site
Arms, E., Bickett, J., & Graf, V. (2008). Gender bias and imbalance: Girls in US special education programmes. Gender and Education, 20(4), 349-359.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. doi: 10.1037/0033- 295x.84.2.191
Banks, J., Shevlin, M., & McCoy, S. (2012). Disproportionality in special education: Identifying children with emotional behavioral difficulties in Irish primary schools. European Journal of Special Needs Education, 27(2), 219-235. doi:10.1080/08856257.2012.669111
Blanchett, W. J. (2006). Disproportionate representation of African American students in special education: Acknowledging the role of white privilege and racism. Educational Researcher, 35(6), 24-28. doi: 10.3102/0013189X035006024
Bramlett, R. K., Murphy, J. J., Johnson, J., Wallingsford, L., & Hall, J. D. (2002). Contemporary practices in school psychology: A national survey of roles and referral problems. Psychology in the Schools, 39(3), 327-335. doi: 10.1002/pits.10022
Briesch, A. M., Ferguson, T. D., Volpe, R. J., & Briesch, J. M. (2013). Examining teachers’ perceptions of social-emotional and behavioral referral concerns. Remedial and Special Education, 34(4), 249-256. doi: 10.1177/0741932512464579
Buckrop, J., Roberts, A., & LoCasale-Crouch, J. (2016). Children’s preschool classroom experiences and associations with early elementary special education referral. Early Childhood Research Quarterly, 36, 452-461. doi: 10.1016/j.ecresq.2016.01.016
Butler, M. B., Lee, S., & Tippins, D. J. (2006). Case-based methodology as an instructional strategy for understanding diversity: Preservice teachers' perceptions. Multicultural Education, 13(3), 20-26. Retrieved from https://files.eric.ed.gov/fulltext/EJ759631.pdf
Charles, C.M. & Senter, G.W. 2005. Elementary classroom management, (4th ed.), New York: Pearson Education.
Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Third handbook of research on teaching (pp. 225-296). New York, NY: Macmillan.
Coutinho, M. J., & Oswald, D. P. (2005). State variation in gender disproportionality in special education: Findings and recommendations. Remedial and Special Education, 26(1), 7-15. doi: 10.1177/07419325050260010201
Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Frey, A. (2002). Predictors of placement recommendations for children with behavioral or emotional disorders. Behavioral Disorders, 27(2), 126-136.
Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “Blurring” of Special Education in a New Continuum of General Education Placements and Services. Exceptional Children, 76(3), 301– 323. doi: 10.1177/001440291007600304
Goodman, G., & Webb, M. A. (2006). Reading disability referrals: teacher bias and other factors that impact response to intervention. Learning Disabilities: A Contemporary Journal, 4(2), 59-70.
Gresham, F. M. (2007). Evolution of the response-to-intervention concept: Empirical foundations and recent developments. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: the science and practice of assessment and intervention (pp. 10-24). New York, NY, US: Springer Science & Business Media. doi: 10.1007/978-0- 387-49053-3_2
Harry, B., & Klingner, J. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York, NY: Teachers College Press. doi: 10.1177/0741932507309715
Hoover, J. J., Baca, L., Wexler-Love, E., & Saenz, L. (2008). National implementation of response to intervention (RTI): Research summary. Special Education Leadership and Quality Teacher Initiative, 1-14.
Jordan, A., Lindsay, L., & Stanovich, P. J. (1997). Classroom teachers' instructional interactions with students who are exceptional, at risk, and typically achieving. Remedial and Special Education, 18(2), 82-93. doi: 10.1177/074193259701800202
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542. doi: 10.1016/j.tate.2009.02.010
Lane, K. L., Mahdavi, J. N., & Borthwick-Duffy, S. (2003). Teacher perceptions of the prereferral intervention process: A call for assistance with school-based interventions. Preventing School Failure: Alternative Education for Children and Youth, 47(4), 148-155. doi: 10.1080/10459880309603360
Lane, K. L., Pierson, M. R., Robertson, E. J., & Little, A. (2004). Teachers' views of prereferral interventions: perceptions of and recommendations for implementation support. Education and Treatment of Children, 420-439.
Losen, D. J., & Orfield, G. (2002). Racial inequity in special education. Cambridge, MA: Harvard Education Publishing Group.
Meijer, C. J. W., & Foster, S. F. (1988). The effect of teacher self-efficacy on referral chance. The Journal of Special Education, 22(3), 378-385. https://doi.org/10.1177/002246698802200309
Milli Egitim Bakanligi. [Ministry of National Education, Republic of Turkey] (1997). Ozel Egitim Hakkinda Kanun Hukmunde Kararname [573 Decree Having Force of Law About Special Education]. 06.06.1997 tarih ve 23011 sayili Resmi Gazete.
Milli Egitim Bakanligi [Ministry of National Education, Republic of Turkey] (2016). Milli Egitim Istatistikleri [National Education Statistics] 2015-16. Retrieved from http://sgb.meb.gov.tr/meb_iys_dosyalar/2016_03/18024009_meb_istatistikleri_orgun_egitim _2015_2016.pdf
Milli Egitim Bakanligi [Ministry of National Education, Republic of Turkey] (2018). Ozel Egitim Hizmetleri Yonetmeligi [The Special Education Services Regulation]. 07.07.2018 tarih ve 30471 sayili Resmi Gazete.
National Research Council. (2002). Scientific research in education. Committee on Scientific Principles for Education Research. In Shavelson, R.J., & Towne, L. (Eds.) Center for education division of behavioral and social sciences and education. Washington, DC: National Academy Press. doi: 10.17226/10236
Pas, E. T., Bradshaw, C. P., Hershfeldt, P. A., & Leaf, P. J. (2010). A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and schoolbased service use. School Psychology Quarterly, 25(1), 13-27. doi: 10.1037/a0018576
Podell, D. M., & Soodak, L. C. (1993). Teacher efficacy and bias in special education referrals. The Journal of Educational Research, 86(4), 247-253.
Peña, E. D. (2007). Lost in translation: Methodological considerations in cross‐ cultural research. Child Development, 78(4), 1255-1264. doi: 10.1111/j.1467-8624.2007.01064.x
Ryan, K., Gannon-Slater, N., & Culbertson, M. J. (2012). Improving survey methods with cognitive interviews in small-and medium-scale evaluations. American Journal of Evaluation, 33(3), 414-430. doi: 10.1177/1098214012441499
Schwartz, N. H., Wolfe, J. N., & Cassar, R. (1997). Predicting teacher referrals of emotionally disturbed children. Psychology in the Schools, 34(1), 51-61. doi: 10.1002/(SICI)1520- 6807(199701)34:1<5
Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre‐ service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773-785.
Shulman, J. H., & Colbert, J. A. (1989). Cases as catalysts for cases: Inducing reflection in teacher education. Action in Teacher Education, 11(1), 44-52.
Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317- 342.
Smeets, E., & Roeleveld, J. (2016). The identification by teachers of special educational needs in primary school pupils and factors associated with referral to special education. European Journal of Special Needs Education, 31(4), 423-439. doi: 10.1080/08856257.2016.1187879
Soodak, L. C., & Podell, D. M. (1993). Teacher efficacy and student problem as factors in special education referral. The Journal of Special Education, 27(1), 66-81. doi:10.1177/002246699302700105
Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317-334. doi: 10.1177/001440291107700304
Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judgments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743-762. doi: 10.1037/a0027627
Turkiye Istatistik Kurumu [Turkish Statistical Institute] (2014). Ankara: Turkiye Istatistik Kurumu Matbaasi.
Wehmeyer, M. L., & Schwartz, M. (2001b). Disproportionate representation of males in special education services: Biology, behavior or bias? Education and Treatment of Children, 24, 28- 45.
Zirkel, P. A. (2015). Special education law illustrative basics and nuances of key IDEA components. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 38(4), 263-275. doi: 10.1177/0888406415575377

Turkish Studies - Educational Sciences-Cover

ISSN: 2667-5609
Yayın Aralığı: Yılda 6 Sayı
Başlangıç: 2006
Yayıncı: ASOS Eğitim Bilişim Danışmanlık Otomasyon Yayıncılık Reklam Sanayi ve Ticaret LTD ŞTİ