Author:
Abstract
Okullarda kaynaştırma eğitimi, özel gereksinimi olan öğrencilere yönelik eğitim imkanlarını artırmak ve geliştirmek amacıyla ortaya çıkarılmış ve sürekli olarak geliştirilen bir eğitim planıdır. İnsanlar gerek doğuştan gerekse sonradan fiziksel, zihinsel ya da her ikisi açısından engelli birer birey olmaya adaydır. Eğitimde fırsat ve imkân eşitliliği ilkesi doğrultusunda bu bireylerin topluma uyum sağlaması, davranışlarının en iyi şekilde geliştirilebilmesi için okullarda erken yaşta kaynaştırma yoluyla eğitim ve öğretime katılması en temel gerekliliktir.
Okullarda kaynaştırma yoluyla eğitim alan öğrencilerin öz yeterliliklerini geliştirmek, akranlarıyla uyum sağlayabilmesi ve toplumda birer sosyal birey olarak yetişmesi esastır. Akranlarıyla eğitim alan özel öğrencilerin bu sayede geri kalmış olan sosyallik yanlarını diğer öğrencilerle paylaşma, sorumluluk alma, ekip olarak hareket etme, ortak düşüncelere sahip olma gibi durumlarla geliştirmek esastır.
Bu araştırmanın amacı, ilkokullarda kaynaştırma eğitimi uygulayan ilkokul öğretmenlerinin, kaynaştırma eğitimi alan öğrencilerle yaşadığı zorlukları belirlemek, uygulamalar sırasında ortaya çıkaran yetersizlikleri tespit etmek ve bu yetersizliklerin, zorlukların mümkün olduğu kadar aza indirilmesi ve daha faydalı bir kaynaştırma eğitimi yapılabilmesi için öneriler sunmak ve bunları geliştirmektir.
Keywords
Abstract
Inclusive education in schools is an education plan that has been developed and continuously developed in order to increase and develop educational opportunities for students with special needs. People are candidates for being disabled individuals both from birth and later in terms of physical, mental or both. In line with the principle of equality of opportunity and opportunity in education, it is the most basic requirement for these individuals to participate in education and training through inclusion at an early age in order for these individuals to adapt to the society and to develop their behaviors in the best way possible.It is essential that students who receive education through mainstreaming in schools develop their self-efficacy, adapt to their peers, and grow up as social individuals in the society. It is essential to develop the social aspects of special students who receive education with their peers by sharing with other students, taking responsibility, acting as a team, and having common thoughts.
The aim of this research is to determine the difficulties experienced by primary school teachers who apply inclusive education in primary schools with students who receive inclusive education, to identify the inadequacies that arise during the practices, and to offer and develop suggestions for minimizing these inadequacies and difficulties and making a more beneficial inclusive education.The research was carried out with the participation of 114 classroom teachers working in 28 official primary schools in Hatay province Dörtyol district in the 2021-2022 academic year. For this reason, in this descriptive study, the appropriate scanning model was used.The research data were created with the results obtained as a result of the literature review and the application of the scale.As a result of the research findings, in the opinions of the teachers; While there was no big difference according to gender, undergraduate level and program graduated, professional year, experience in inclusive education, number of class students and branch information taught, age information of inclusive students, type of disability of the student receiving education, IEP unit, support education unit in terms of school equipment and facilities. It has been observed that there are significant differences in some parts of the scale according to the criteria of room, special education consultancy and IEP plan preparation.