Tersine Kaynaştırmaya Genel Bakış: Nitel Bir Çalışma

Year 2021, Volume: 17 Issue: 34, 788 - 812, 28.02.2021

Şenel Elaldı , Taner Çifçi , Nazlı Sıla Yerliyurt

https://doi.org/10.26466/opus.818118

Abstract

Bu çalışma, özel eğitim gereksinimli (ÖEG) ve tipik gelişim özelliği gösteren (TGÖG) çocukların öğretmenlerinin, okul müdürlerinin ve ebeveynlerinin görüşleri doğrultusunda, çalışmanın yapıldığı yerde pilot bir uygulama olan tersine kaynaştırma uygulamalarının etkililiğini değerlendirmeyi amaçlamıştır. Araştırmaya dâhil edilen toplam 46 katılımcıdan (okul öncesi öğretmenlerinden (N = 19), özel eğitim anaokulunda çalışan okul müdürlerinden (N = 3) ve çocukları bu okula öğrenci olarak devam eden velilerden (N = 24; 16 TGÖG çocukların ebeveynleri; 8 ÖEG çocukların ebeveynleri ) maksimum çeşitlilik örneklemi kullanılarak yarı yapılandırılmış görüşmeler yoluyla veriler toplanmış ve Maxqda 11 programı ile analiz edilmiştir. İçerik analizi yapılarak kodlar ve temalar oluşturulmuştur. TGÖG öğrencilerin hızları doğrultusunda ilerleyemedikleri, öğrenmelerinin en aza indirgendiği ve ÖEG arkadaşlarının olumsuz davranışlarını model alıp taklit ettikleri ortaya çıkmıştır. Tersine kaynaştırma uygulamaları ÖEG öğrencilerin sosyalleşmesine, oyunlara katılımına ve iletişim becerilerine olumlu katkı sağlasa da, yetersiz zaman ve kalabalık sınıflar bireyselleştirilmiş eğitimlerine gereken özenin gösterilememesinde temel sorunlar olarak ortaya çıkmıştır. Dolayısıyla, tersine kaynaştırma uygulamalarında sınıflarda öğrenci sayılarının azaltılması tavsiye edilmektedir.

Keywords

Kaynaştırma uygulamaları, Tersine kaynaştırma, Okulöncesieğitim, COREQ, Maxqda programı

Supporting Institution

Sivas Cumhuriyet Üniversitesi BAP Projesi

Project Number

2018/09/ EĞT-081)

An Overview of Reverse Inclusion: A Qualitative Study

Abstract

This study aims to evaluate the effectiveness of reverse inclusion, which is a pilot study in the place where the study was conducted, in line with the views of teachers, school principals and parents of children with special educational needs (SEN) and with typical developmental characteristics (TDC). Data were collected from a total of 46 participants (preschool teachers (N = 19); school principals (N = 3) working in the special education kindergarten included in the study and the parents whose children have attended this institution as students (N = 24; 16 parents of children with TDC; 8 parents of children with SEN through semi-structured interviews using maximum variation sampling and analyzed through Maxqda 11 program. Codes and themes were created by conducting the content analysis. Students with TDC could not progress in line with their speed, their learning was minimized and, they modelled and imitated the negative behaviors of their friends with SEN. Although it has contributed positively to socialization, participation in games and communication skills of the students with SEN, insufficient time and crowded classrooms to take care of their individualized education emerged as main problems. It is recommended that class sizes for reverse inclusive practices should be reduced.

Keywords

Inclusive practices, Reverse inclusion, Pre-school education, Maxqda program, COREQ

Project Number

2018/09/ EĞT-081)

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