KAYNAŞTIRMA UYGULAMALARI ve DESTEK ÖZEL EĞİTİM HİZMETLERİNE BİR BAKIŞ

Özel eğitim uygulamaları, dünyada birçok ülke tarafından desteklenen bir eğitim politikasıdır. Bu politik bakış açısı sayesinde özel eğitim gerektiren öğrencilerin kaynaştırma uygulamalarından faydalanması zaman içinde kabul görmüştür. Bu süreçte genel eğitim ortamlarına yerleştirilen özel gereksinimli öğrenciler için eğitsel ve davranışsal bir takım gereksinimler söz konusu olmuş, sivil toplum kuruluşları ve bilim insanları harekete geçmişlerdir. Yapılan araştırmalar sonucunda destek özel eğitim hizmetinden destek eğitim odası gündeme gelerek uygulanmaya başlanmıştır. Ancak destek eğitim odası hizmetinin özel gereksinimli öğrencinin sınıftan alınması uygulamasına yapılan eleştiri nedeniyle iş birliğiyle öğretim, ikinci destek özel eğitim hizmeti olarak okullarda uygulanmaya başlamıştır. Her iki destek özel eğitim hizmetine alternatif olarak da özel eğitim danışmanlığı hizmeti okullarda sunulmaya başlanmıştır. Bu çalışma bir derleme çalışması olarak gerçekleştirilmiştir. Bu derleme çalışmasında amaç alanyazında belirtilen bu üç destek özel eğitim hizmetini detaylarıyla açıklamaktır. Destek özel eğitim hizmetlerinden iş birliğiyle öğretim ve destek eğitim odası hizmetinin kökenleri 1950’lilere dayansa da Türkiye’de yakın zamanda destek eğitim odası hizmeti uygulanmaya ve yaygınlaştırılmaya başlamıştır. Bu nedenle destek özel eğitim hizmetlerinin her birinin detaylı bir şekilde aktarılması önem kazanmaktadır. Alanyazın, genel eğitim okullarında bu hizmetlerin hepsinin özel eğitim öğretmenleri tarafından sunulduğunu ifade edilmektedir. Ayrıca bu hizmetlerden hangisinin sunulacağı özel gereksinimli öğrencinin eğitim gereksinimine göre belirlendiğini de bildirilmektedir. Türkiye’ye baktığımızda ise bu hizmetlerden sadece destek eğitim odası hizmeti sunulmaktadır. Bu hizmette özel eğitim öğretmenlerinden ziyade sınıf öğretmenleri, norm fazlası olarak nitelendirilen öğretmenler ya da sertifika alan öğretmenler görevlendirilmektedirler. Ayrıca destek eğitim odalarında bir takım aksaklıklarda araştırmacılar tarafından da bildirilmektedir. İş birliğiyle öğretime ilişkin sadece bilimsel çalışmaların yapıldığı görülmektedir. Özel eğitim danışmanlığı hizmetinin ise genel olarak rehberlik öğretmenleri tarafından sunulduğu anlaşılmaktadır. Sonuç itibariyle destek özel eğitim hizmetlerine yönelik bilimsel çalışmaların arttırılması ve bu hizmetlerin özel eğitim öğretmenleri tarafından sunulması önerilmektedir.

AN OVERVIEW INCLUSION PRACTICES and SUPPORT SPECIAL EDUCATION SERVICE

Special education practices are an education policy supported by many countries around the world. With this political perspective, it is accepted that students requiring special education benefit from mainstreaming practices. In this process, educational and behavioral needs for students with special needs who were placed in general education environments were in question, non-governmental organizations and scientists took action. As a result of the researches, the support education room from the resource room service came to the agenda and started to be implemented. However, due to the criticism of the resource room service to take students with special needs out of the classroom, education in co-teaching started to be implemented in schools as second support special education service. As an alternative to both support special education services, special education counseling services have started to be provided in schools. In this study, the studies in the literature were reviewed by descriptive method. The purpose of this review is to explain in detail the support special education service specified in the literature. Support of education and special education support services in co teaching with the origins of room service recently in Turkey if based on 1950 support education room service began to be implemented. Therefore, it is important to convey each of the support special education services in detail. The literature reports that these services are provided by special education teachers in general education schools. It is also stated that how these services will be provided is determined according to the educational needs of the student with special needs. Turkey is presented now only RR service. In this service, class teachers, teachers who are qualified as certified teachers are assigned rather than special education teachers. In addition, some adverse situations are reported by the researchers in the support education rooms. It is seen that only scientific studies have been conducted on teaching with co-teaching. It is reported that the special education counseling service is provided by the guidance teachers. As a result, it is recommended to increase scientific studies on support special education services and to provide these services by special education teachers.

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