The reflections of the inclusive student's active participation in out-of-class school activities on social development

Year 2022, Volume: 4 Issue: 4th Year Special Issue, 111 - 130, 31.12.2022

Bekir Yıldız

https://doi.org/10.47806/ijesacademic.1218292

Abstract

It is expected that students with special needs participating in inclusive education will be able to meet their educational needs within the formal education system, spend time with their peers, and integrate with the society in an environment where they can display their interests and talents. Inclusion students are required to participate in some school activities outside the classroom as well as in-class practices and activities that enable their development. In this study, a case study, which is one of the qualitative research designs was used. The active participation of a student with special needs in a total of 18 school activities in the 2021-2022 academic year constitutes the implementation process. After the application, the impressions of the school stakeholders about the student participating in the out-of-class school activities were determined by the interview method. Research data were collected with “Image Records”, “Observation Checklist” and “Mastering Student Evaluation Form” prepared by the researcher. The records obtained during the activity were analyzed descriptively in the categories of developing relationships and taking responsibility. The views of six participants, who were observers of the student's social development, were analyzed descriptively. The findings obtained from the research showed that active participation in out-of-class school activities contributed significantly to the social development of the inclusive student.

Keywords

active participation, developmental process, inclusive education, school activities.

References

• Ainscow, M. & Messiou, K. (2018) Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19(1), 1-17. https://doi.org/10.1007/s10833-017-9312-1
• Akgün, R, & Çetin, H. (2018). Determining the communication skills and empathy levels of university students. MANAS Journal of Social Studies, 7(3), 103-117. https://dergipark.org.tr/en/pub/mjss/issue/43001/520543
• Al Tarawneh, R. K. (2017). Friendship skills of students with learning disabilities in jordan from the perspectives of their teachers and the effect of some variables on it. Open Journal of Social Sciences, 5, 136-150. https://doi.org/10.4236/jss.2017.58011
• American Psychiatric Association (2013). Diagnostic and Statistical Handbook of Mental Disorders, Fifth Edition (DSM-5) (Translated by E. Köroğlu) Physicians Publication Union, Ankara.
• Arini, F. D., Sunardi, S., &Yamtinah, S. (2019). Social skills of students with disabilities at elementary level in inclusive school setting. International Journal of Multicultural and Multireligious Understanding, 6(1), 52-59. https://doi.org/10.18415/ijmmu.v6i1.483
• Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2, 21-41. https://doi.org/10.1111/1467-839X.00024
• British Dyslexia Association (2018). Cited on https://www.bdadyslexia.org.uk/, accessed 07 November 2022.
• Brooks, B. A., Floyd, F., Robins, D. L., & Chan, W. Y. (2014). Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities. Sino US English Teaching, 14(6), 345-359. https://doi.org/10.57709/4304528
• Bruefach, T. & Reynolds, J. R. (2022). Social isolation and achievement of students ith learning disabilities. Social Science Research, 104, 102667. https://doi.org/10.1016/j.ssresearch.2021.102667
• Buckley, P. & Lee, P. (2018). The impact of extra-curricular activity on the student experience. Active Learning in Higher Education, 22(1), 37-48. https://doi.org/10.1177/1469787418808988
• Creswell, J. W. (2017). Research design qualitative, quantitative and mixed method approaches (Translated by Ed. S.B. Demir). Ankara: Eğiten Kitap..
• Çolak, A., Vuran, S., & Uzuner, Y. (2013). An investigation of description and intervention efforts of social competence characteristics of a mainstreamed primary classroom. Ankara University Faculty of Educational Sciences Journal of Special Education, 14(2), 33-49. https://doi.org/10.1501/Ozlegt_00000000183
• Danielle J. B., (2022). National education data: More students with disabilities served over past decade in public schools. Iowa Capital Dispatch, June 22, 2022.
• Departmant of Education, (2022). Special educational needs and disability: an analysis and summary of data sources. June 16, 2022. https://www.gov.uk/government/publications/sen-analysis-and-summary-of-data-sources
• Derzhavina, V. V., Nikitina, A. A., Makarov, A. L., Piravola, O. F., Korzhanova, A. A., Gruver N. V., & Mashkin, N. A. (2021). Inclusive education importance and problems for students social integration. Propositos Y Representaciones, 9(SPE3), 1130. http://dx.doi.org/10.20511/pyr2021.v9nSPE3.1130
• Epler, P. & Ross, R. (2015). Case study analysis of a team/collaborative model with specific learning disabled students. In Models for Effective Servise Delivery in Special Education Programs (pp. 136-150). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-7397-7.ch007
• Erkuş, A. (2017). Scientific research process (5th ed.).Ankara: Seçkin Yayıncılık.
• Fravley, D., Banks, J., & McCay, S. (2014). Resource Allocation for Students with Special Educational Needs And Disabilities (in J. Cullinan, S. Lyons and B. Nolan eds.). The Economics of Disability: Insights from Irish Research, Manchester: Manchester University Press. https://doi.org/10.7765/9781847799814.00012
• Halinen, I. & Järvinen, R. (2008). Towards inclusive education: The case of Finland. Prospects, 38(1), 77-97. http://dx.doi.org/10.1007/s11125-008-9061-2
• Hocaoğlu, A. (2009). Zihinsel engelli ergenlerin okul içi sosyal yeterlilik düzeyleri ve problem davranışları ile anne-babalarının sosyal beceri düzeylerinin karşılaştırılarak incelenmesi. Unpublished Master's Thesis. Marmara University/Institute of Educational Sciences, Istanbul.
• Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54, 250-270. https://doi.org/10.1080/00461520.2019.1655645
• Kılıç, R. (2010). Okullarımızda neden-niçin-nasıl kaynaştırma: Yönetici, öğretmen ve aile kılavuzu (s.VII-VIII). Ankara: MEB Yayınları.
• King, N. & Ryan, B. J. (2019). Research article the impact of social inclusive on the social development of students with a general learning difficulty in postprimary education in Ireland. Hindawi Education Research International, Article ID 6327567 https://doi.org/10.1155/2019/6327567
• Kirchner, S. R. (2015) Inclusive classrooms. In G. Scarlett (Ed.). Classroom Management: An A to Z Guide. Sage: Thousand Oaks, CA.
• Kravchenko, Z., & Nygard, O. (2021). Extracurricular activities and education ouctomes: Evidence from high-performing schools in St Petersburg. International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2021.2014933
• Kumar, M. (2018). Developing Social Skills in Children with Special Needs: Need of Equitable and Inclusive Education. International Journal of Research in Social Sciences, 8(12), 833-841.
• Küçüker, S., Erdoğan, N. I., & Çürük, Ç. (2014). Peer acceptance of children with disabilities in inclusive kindergarten classrooms. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 36(Temmuz 2014/II), 167-177. https://doi.org/10.9779/PUJE679
• Lewis, R. B., & Doorlag, D. H. (1999). Teaching special students in general education classrooms. New Jersey: Prentice Hall.
• Little, C., DeLeeuw, R. R., Andriana, E., Zanuttini, J., & David, E. (2022). Social inclusion through the eyes of the student: Perspectives from students with disabilities on friendship and acceptance. International Journal of Disability, Development and Education. 69(6), 2074-2093. https://doi.org/10.1080/1034912X.2020.1837352
• Loreman, T. J., Deppeler, J. M., & Harvey, D. (2010). Inclusive education: supporting diversity in the classroom. London: Routledge.
• Mamicheva, O., Dmytriieva, I., Omelchenko, M., Silchenko, V., Bobrova, H., & Say, D. (2022). Socio-pedagogical and psychological aspects of accompanying students with special needs in the context of the development od inclusive education. IJCSNS International Journal of Computer Science and Network Security, 22(9), 527-534. https://doi.org/10.22937/IJCSNS.2022.22.9.68
• Manners, A. H., Mcleod, J. D., Anderson, E. M., & Ekl, E. A. (2022). COVID-19 and changes in college student educational expectations and health by disability status. SSM – Population Health (2022). https://doi.org/10.1016/j.ssmph.2022.101195.
• Martinez, A., Coker, C., McMahon, S. D., Susan, D., Cohen, J., & Thapa, A. (2016). Involvement in extracurricular activities: Identifying differences in perceptions of school climate. Education and Developmental Psychologist, 33(SI), 70-84. https://doi.org/10.1017/edp.2016.7
• McMillan, J. & Schumacher, S. (2014). Research in education: Evidence-based inquiry (7th ed.). Essex: Pearson. MEB, (2018). Special education services regulation. Official gazette dated 07.07.2018 and numbered 30471.
• Muniroh, N., Soendari, T., & Tarsidi, D. (2018). Development of social interaction programs for students with special needs in the inclusive education environment. Proceedings of the 2nd Indoeduc4all-Indonesian Education for All (INDOEDUC 2018). (pp. 47-51). https://doi.org/10.2991/indoeduc-18.2018.14
• Okyay, Ö. (2006). Sınıfında engelli çocuk bulunan ve bulunmayan okul öncesi öğretmenlerinin engelli çocukların kaynaştırılmasına đlişkin görüşlerinin karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi. Sosyal Bilimler Enstitüsü. Ankara.
• Özgem, K. & Akçil, U. (2022). An investigation of preschool level out-of-class education activities in Finland, Estonia, Irelans, and Turkey within the framework of 21st century skills, 14(14). https://doi.org/10.3390/su14148736
• Salah, Ü. (2021). Öğretmenlerin kaynaştırma eğitimindeki yeterlikleri ile kaynaştırma eğitimine ilişkin duygu, tutum ve kaygılarının incelenmesi. Yüksek Lisans Tezi, Yozgat Bozok Üniversitesi, Yozgat.
• Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Needs, 20(1), 64-73. https://doi.org/10.1080/00313831.2018.1541819
• Saygın, M. & Karakaş, H. (2021). The effect of social skills-based activities on primary school students' critical thinking and empathic tendencies. International Journal of Curriculum ans Instruction, 13(3), 2789-2812. http://ijci.wcci-international.org/index.php/IJCI/about
• Shulruf, B., Sarah, T., & Hilary, T. (2007). Extracurricular activities in school, do they matter? Children and Youth Services Review, 30, 418-426. https://doi.org/10.1016/j.childyouth.2007.10.012
• Siljkovic, Z., Rajic, V., & Bertic, D. (2007). Extracurricular activities. Odgojne Znanosti-Educational Sciences, 9(2), 113-145. https://hrcak.srce.hr/23549
• Şimşek, Ü. & Kılcan, B. (2019). Inclusive education through the eyes of teachers. International Journal of Psychology and Education Studies, 6(3), 29-39. https://doi.org/10.17220/ijpes.2019.03.004
• Sucuoğlu, B. & Özokçu, O. (2005). Kaynaştırma Öğrencilerinin Sosyal Becerilerinin Değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(1), 41-57. https://doi.org/10.1501/Ozlegt_0000000086
• UNESCO, (1994). The Salamanca Statement And Framework For Action On Special Needs Education. Paris: UNESCO.
• UNESCO (2020) 2020 Global Education Monitoring Report Inclusion and education: All means all https://en.unesco.org/gem-report/report/2020/inclusion
• Wentzel, K. R., Barry, C. M., & Caldwell, K. A. (2004). Friendships in middle school: Influences on motivation and school adjustment. Journal of Educational Psychology, 96, 195–203. https://doi.org/10.1037/0022-0663.96.2.195
• Vyrastekova J (2021) Social inclusion of students with special educational needs assessed by the Inclusion of Other in the Self scale. Plos One 16(4): e0250070. https://doi.org/10.1371/journal.pone.0250070
• Yazıcıoğlu, T. & Aktepe, V. (2022). Identifying the values to be acquired by the students in inclusive classrooms based on the views of the classroom teachers. International Journal of Progressive Education, 18(1), 52-64. https://doi.org/10.29329/ijpe.2022.426.4
• Yudina T. A. & Alekhina S. V. (2021). Age dynamics of social situation of development in elementary school students in inclusive education. Cultural-Historical Psychology, 17(3), 135-142. https://doi.org/10.17759/chp.2021170317
• Zweers, I., Van de Schoot, A. G. J., Tick, N. T., Depaoli, S., Clifton, J. P., Castro, B. O., & Bijstra, J. O. (2021). Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education. İnternational Journal of Behavioral Development, 45(1), 59-68. https://doi.org/10.1177/0165025420915527