Otizm Spektrum Bozukluğu olan Öğrencilerle Çalışan Meslek Eğitim Öğretmenlerinin Mesleki Gelişim Tercih ve Gereksinimleri

Yıl 2025, Cilt: 13 Sayı: 1, 557 - 592, 29.03.2025

Esra Orum Çattık , Turgut Bahçalı , Ayşe Tunç Paftalı

https://doi.org/10.46778/goputeb.1617622

Öz

Bu çalışma, Otizm Spektrum Bozukluğu (OSB) olan öğrencilerin meslek eğitiminde rol alan öğretmenlerin mesleki gelişim tercih ve destek gereksinimlerini belirlemeyi amaçlamaktadır. Bu amaçla Milli Eğitim Bakanlığına (MEB) bağlı özel eğitim meslek okullarında görev yapan OSB olan öğrencilerin meslek bilgisi derslerine giren öğretmenler araştırmaya dahil edilmiştir. OSB olan öğrencilerle çalışan meslek eğitim öğretmenlerinin mesleki gelişim tercih ve gereksinimlerini belirlemek amacıyla gerçekleştirilen bu çalışma nicel paradigmaya dayalı betimsel araştırmadır. Bulgular, öğretmenlerin öğretim süreçlerinde davranış yönetimi, iletişim, sosyal beceri öğretimi, bireyselleştirme, uyarlama ve materyal hazırlama konularında desteğe gereksinim duyduklarını göstermiştir. Bu durum meslek eğitim öğretmenlerinin sadece akademik içeriği aktarma konusunda değil, aynı zamanda sınıf içinde etkili bir öğrenme ortamı oluşturma konusunda da zorluk yaşadıklarını göstermektedir. Meslek dersi öğretmenlerinin gereksinimlerinin çeşitlilik gösterdiği görülmektedir. OSB olan öğrencilerde davranış problemleri sıklıkla görüldüğü için öğretmenlerin bu problemleri etkili şekilde yönetebilmeleri hem sınıf içindeki düzeni sağlamak hem de öğrencilerin sosyal uyumunu artırmak açısından kritik bir rol oynamaktadır. Meslek eğitim öğretmenlerinin farklı destek alanlarındaki ihtiyaçlarını karşılamak amacıyla, modüller şeklinde sunulabilecek esnek, uygulamalı, gerçek sınıf durumlarında karşılaştıkları sorunlara yönelik çözüm yolları sunan hizmet içi eğitim programları tasarlanabilir. Deneyimli özel eğitim öğretmenlerinin, yeni veya daha az deneyimli meslektaşlarına mentorluk yapmasını sağlayan, öğretmenlerin sahada karşılaştıkları zorluklarla başa çıkma becerilerini artırmayı hedefleyen programlar geliştirilebilir.

Anahtar Kelimeler

Otizm Spektrum Bozukluğu, Mesleki Gelişim, Meslek Eğitim Öğretmenleri

Etik Beyan

Çalışmanın etik kurul onayı Eskişehir Osmangazi Üniversitesi Sosyal ve Beşerî Bilimler İnsan Araştırmaları Etik Kurulu’nun 07.02.2024 tarihli 2024-03 toplantı numaralı 7. Kararı’nda oybirliğiyle verilmiştir.

Professional Development Preferences and Needs of Vocational Education Teachers Working with Students with Autism Spectrum Disorder

Öz

This study aims to determine the professional development preferences and support needs of teachers involved in the vocational education of students with autism spectrum disorder (ASD). For this purpose, teachers working in special education vocational schools affiliated with the Ministry of National Education (MoNE), who teach vocational courses for students with ASD, were included in the study. This study, conducted to determine the professional development preferences and needs of vocational education teachers working with students with ASD, is descriptive research based on a quantitative paradigm. The findings showed that teachers needed support in their teaching processes in behavior management, communication, social skills teaching, individualization, adaptation, and material preparation. This shows that vocational education teachers have difficulties not only in transferring academic content but also in creating an effective learning environment in the classroom. It is evident that the needs of vocational education teachers vary. Since behavioral problems are frequently observed in students with ASD, teachers' ability to manage these problems effectively plays a critical role in terms of both maintaining order in the classroom and increasing students' social adaptation. To address the diverse support needs of vocational education teachers, in-service training programs can be designed as flexible and practical modules, offering solutions to the challenges they encounter in real classroom settings. Programs can be developed to enable experienced special education teachers to mentor novice or less experienced colleagues, aiming to enhance teachers' ability to cope with the challenges they face in the field.

Anahtar Kelimeler

Autism Spectrum Disorder, Professional Development, Vocational Education Teachers

Etik Beyan

The ethics committee approval of the study was unanimously granted in the 7th decision of Eskişehir Osmangazi University Social and Human Sciences Human Research Ethics Committee with meeting number 2024-03 dated 07.02.2024.

Kaynakça

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