OTİZM SPEKTRUM BOZUKLUĞU OLAN ÇOCUKLARIN KAYNAŞTIRILMASI VE BÜTÜNLEŞTİRİLMESİNDE ÖĞRETMENLERLE İLGİLİ DEĞİŞKENLERİN İNCELENMESİ

Yıl 2020, , 478 - 503, 26.01.2020

Yakup Burak , Emine Ahmetoğlu

https://doi.org/10.17755/esosder.598005

Cited By: 9

Öz

Bu araştırmada otizm spektrum bozukluğu
olan çocukların kaynaştırılması ve bütünleştirilmesinde öğretmenlerle ilgili
değişkenlerin incelenmesi amaçlanmıştır. Araştırmada nicel araştırma
yöntemlerinden olan ilişkisel tarama modeli kullanılmıştır. Araştırmanın
örneklem grubunu Edirne il ve ilçelerinde yer alan özel ve resmi ilkokullarda
görev yapan 674 sınıf öğretmeni oluşturmuştur. Araştırmada veri toplama aracı
olarak Segall ve Campbell (2007) tarafından Otizm Kaynaştırma Ölçeği olarak
geliştirilen Segall (2011) tarafından yeniden yapılandırılan, altı senaryo ve
10 bölümden oluşan, Yerleştirme ve Hizmet Anketi kullanılmıştır. Araştırma
bulgularına göre sınıf öğretmenlerinin sınıf içi rahatsız edici davranışlardan
rahatsız olma düzeyleri ile yaş, mevcut pozisyonda çalışma süresi, çalıştığı
otizmli öğrenci sayısı ve başarılı bir kaynaştırmayı etkileyen faktörlere
ilişkin görüşleri arasında pozitif yönde bir ilişki varken, otizmli kaynaştırma
öğrencisine yönelik öngörüleri, otizm konusundaki yöntemlere yönelik
farkındalıkları arasında negatif yönde bir ilişki olduğu tespit edilmiştir.
Ancak sınıf öğretmenlerinin sınıf içi rahatsız edici davranışlardan rahatsız
olma düzeyleri ile otizmli kaynaştırma öğrencisine yönelik his, tutum,
görüşleri (duygusal tutum, öznel yargı ve öz yeterlik) arasında anlamlı düzeyde
bir ilişki olmadığı bulunmuştur.

Anahtar Kelimeler

Kaynaştırma, bütünleştirme, otizm spektrum bozukluğu, tutum, öğretmen

Kaynakça

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