Yıl 2018, Cilt 20, Sayı 1, Sayfalar 167 - 183 2018-04-01

Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar
Sentiments, Attitudes, and Concerns about Inclusion: Early Years in Teacher Education Programs

Mustafa CANSIZ [1] , Nurcan CANSIZ [2]

66 92

Bu çalışmada, öğretmen adaylarının özel gereksinimli öğrenciler hakkındaki düşüncelerini ve kaynaştırma eğitimine yönelik tutum ve kaygılarını çeşitli demografik değişkenler açısından incelemek amaçlanmıştır. Bu demografik değişkenler öğrenim görülen bölüm, sınıf düzeyi, cinsiyet, engelli kişilerle olan etkileşim, kaynaştırma konusunda alınan eğitim, kaynaştırma sınıflarında eğitim verme konusunda kendine güven ve kaynaştırma sınıflarında öğretme deneyimini içermektedir. Veriler yalnızca birinci ve ikinci sınıftaki öğretmen adaylarından elde edilmiştir. Bazı bulgular alan yazında var olan çalışmaları destekler yönde iken diğerleri önceki araştırmaların bulgularıyla eşleşmemiştir. Bulgular Türkiye'de uygulanan öğretmen yetiştirme programları göz önünde bulundurularak tartışılmıştır.

In this study, we aimed to examine preservice teachers' sentiments toward students with special needs, attitudes, and concerns about inclusive education in terms of a number of demographic variables. These demographics included major area, grade level, gender, interaction with disabled people, training for inclusive education, self-confidence for teaching in inclusive classrooms, and teaching experience in inclusive classrooms. Main data were collected only from first and second-year preservice teachers. The result indicated that although some findings matched those observed in earlier studies, others did not support the previous research. The possible reasons were discussed with reference to teacher education programs implemented in Turkey.

  • Ahmmed, M., Sharma, U., & Deppeler, J. (2012). Variables affecting teachers’ attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12(3), 132–140.
  • Alghazo, E. M., & Gaad, E. E. N. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), 94–99.
  • Angstadt, S. L. (2002). Attitudes of elementary teachers toward the inclusion of students with disabilities in regular education classrooms. Unpublished Master Thesis, Kutztown University.
  • Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277–293.
  • Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
  • Batu, E. S., Kircaali-Iftar, G., & Uzuner, Y. (2004). Özel gereksinimli öğrencilerin kaynaştırıldığı bir kız meslek lisesindeki öğretmenlerin kaynaştırmaya ilişkin görüş ve önerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(2), 33–50.
  • Bhatnagar, N., & Das, A. (2014). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs, 14(4), 255–263.
  • Boykin, L. L. (1957). Who is the exceptional child? The Elementary School Journal, 42–47.
  • Burke, K., & Sutherland, C. (2004). Attitudes towards inclusion: Knowledge vs. experience. Education, 125(2), 163–72.
  • Bussing, R., Gary, F.A., Leon, C.E., Garvan, C.W., & Reid, R. (2002). General classroom teachers’ information and perceptions of attention deficit hyperactivity disorder. Behavioral Disorders, 27, 327–38.
  • Cansiz, M. & Turker, N. (2011). Preservice teachers’ sentiments, attitudes, concerns and self-efficacy about inclusive education (SACIE): Validation of SACIE scale. Paper presented in National Association for Research in Science Teaching (NARST).
  • De-Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353.
  • Elhoweris, H. & Alsheikh, N. (2006). Teachers’ attitudes toward inclusion. International Journal of Special Education, 21(1), 115-118.
  • Ellins, J., & Porter, J. (2005). Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32(4), 188–195.
  • Fakolade, O. A. & Adeniyi, S. O. (2009). Attitude of teachers toward the inclusion of children with special needs in the general education classroom: The case of teachers in selected schools in Nigeria. The Journal of the International Association of Special Education, 10(1), 60-64.
  • Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195–209.
  • Golmic, B. A. & Hansen, M. A. (2012). Attitudes, sentiments, and concerns of pre-service teachers after their included experience. International Journal of Special Education, 27(2), 1-10.
  • Gözün, Ö., & Yıkmış, A. (2004). Öğretmen adaylarının kaynaştırma konusunda bilgilendirilmelerinin kaynaştırmaya yönelik tutumlarının değişimindeki etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(2), 65–77.
  • Gravetter, F. J., & Wallnau, L. B. (2004). Statistics for the behavioral sciences (6th ed.) New York: Wadsworth.
  • Harvey, D. H. (1985). Mainstreaming: teachers’ attitudes when they have no choice about the matter. Exceptional Child, 32, 163–173.
  • Huber, J. J. (2009). Influences during student teaching on preservice teachers’ attitudes toward the inclusion of students with disabilities in the general education classroom. Unpublished Master Thesis, Clemson University.
  • Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535–542.
  • Killoran, I., Woronko, D., & Zaretsky, H. (2014). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18(4), 427–442.
  • Kirk, S., Gallagher, J., Coleman, M. R., & Anastasiow, N. J. (2012). Educating exceptional children. Belmont: Cengage Learning.
  • Leatherman, J., & Niemeyer, J. (2005). Teachers’ attitudes toward inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26(1), 23–36.
  • Leyser, Y., & Tappendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751-760.
  • Loreman, T., Earle, C., Sharma, U., & Forlin, C. (2007). The development of an instrument for measuring pre-service teachers’ sentiments, attitudes, and concerns about inclusive education. International Journal of Special Education, 22(1), 150–159.
  • Malinen, O.-P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34–44.
  • McLeskey, J., & Waldron, N. L. (2000). Inclusive schools in action: Making differences ordinary. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Ministry of National Education [MoNE] (2004). Fen ve teknoloji dersi programı, ilköğretim 4.–5. sınıf. Ankara
  • Nielsen, L. B. (2002). Brief reference of student disabilities: ...With strategies for the classroom. Thousand Oaks, California: Corwin Press.
  • O’Dell, R. M., & Schaefer, M. (2005). IDEA compliance: A view from rural America. Rural Special Education Quarterly, 24(4), 9-17.
  • Odom, S. L., & McEvoy, M. A. (1990). Mainstreaming at the preschool level: Potential barriers and tasks for the fields. Topics in Early Childhood Special Education, 10(2), 48–61.
  • Orel, A., Zerey, Z., & Töret, G. (2004). Sınıf öğretmeni adaylarının kaynaştırmaya yönelik tutumlarının incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(1), 23–33.
  • Otero, D. (2012). Inclusion and the least restrictive environment: A study of teachers' attitudes toward the inclusion of students with disabilities. Unpublished Doctoral Dissertation, Capella University.
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS. Allen & Unwin: Australia.
  • Parasuram, K. (2006). Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India. Disability and Society, 21, 231–42.
  • Peebles, J., & Mendaglio, S. (2014a). Preparing teachers for inclusive classrooms: Introducing the individual direct experience approach. Learning Landscapes, 7(2), 245-257.
  • Peebles, J. L., & Mendaglio, S. (2014b). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education, 18(12), 1321–1336.
  • Romi, S., & Leyser, Y. (2006). Exploring inclusion preservice training needs: A study of variables associated with attitudes and self-efficacy beliefs. European Journal of Special Needs Education, 21(1), 85-105.
  • Rose, D. & Smith, B. (1993). Preschool mainstreaming: Attitude barriers and strategies for addressing them. Young Children, 48(4), 59–62.
  • Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198.
  • Sadler, J. (2005). Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. Child Language Teaching and Therapy, 21, 147–63.
  • Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre‐service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773–785.
  • Sharma, U., Shaukat, S., & Furlonger, B. (2015). Attitudes and self-efficacy of pre-service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97-105.
  • Snyder, R. F. (1999). Inclusion: A qualitative study of in-service general education teachers’ attitudes and concerns. Education 120, 173–82.
  • Sukbunpant, S., Arthur-Kelly, M., & Dempsey, I. (2013). Thai preschool teachers’ views about inclusive education for young children with disabilities. International Journal of Inclusive Education, 17(10), 1106–1118.
  • Tsakiridou, H., & Polyzopoulou, K. (2014). Greek teachers’ attitudes toward the inclusion of students with special educational needs. American Journal of Educational Research, 2(4), 208-218.
  • Turnbull, A. P., Turnbull, H. R., & Wehmeyer, M. L. (2007). Exceptional lives: special education in today’s schools (5th ed.). Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.
  • Van Reusen, A. K., Shoho, A. R., & Barker, K. S. (2001). High school teacher attitudes toward inclusion. The High School Journal, 84(2), 7-15.
  • Webb, N. (2004). Inclusion of students with disabilities: A survey of teachers’ attitudes toward inclusive education. Unpublished Doctoral Dissertation, Walden University.
  • Winship, J. M. (2008). Attitudes of preservice teachers toward individuals with disabilities and inclusion. Unpublished Doctoral Dissertation, Capella University.
  • Woodcock, S., Hemmings, B., & Kay, R. (2012). Does study of an inclusive education subject influence pre-service teachers’ concerns and self-efficacy about inclusion? Australian Journal of Teacher Education, 37(6), 1-11.
Birincil Dil tr
Konular Sosyal ve Beşeri Bilimler
Dergi Bölümü Bu Sayıda
Yazarlar

Orcid: 0000-0002-7157-2888
Yazar: Mustafa CANSIZ (Sorumlu Yazar)
Kurum: ARTVIN CORUH UNIVERSITY
Ülke: Turkey


Orcid: 0000-0002-2336-3205
Yazar: Nurcan CANSIZ
Kurum: ARTVIN CORUH UNIVERSITY
Ülke: Turkey


Bibtex @araştırma makalesi { erziefd332434, journal = {Erzincan Üniversitesi Eğitim Fakültesi Dergisi}, issn = {2148-7758}, eissn = {2148-7510}, address = {Erzincan Üniversitesi}, year = {2018}, volume = {20}, pages = {167 - 183}, doi = {10.17556/erziefd.332434}, title = {Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar}, key = {cite}, author = {CANSIZ, Nurcan and CANSIZ, Mustafa} }
APA CANSIZ, M , CANSIZ, N . (2018). Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20 (1), 167-183. DOI: 10.17556/erziefd.332434
MLA CANSIZ, M , CANSIZ, N . "Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar". Erzincan Üniversitesi Eğitim Fakültesi Dergisi 20 (2018): 167-183 <http://dergipark.gov.tr/erziefd/issue/33187/332434>
Chicago CANSIZ, M , CANSIZ, N . "Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar". Erzincan Üniversitesi Eğitim Fakültesi Dergisi 20 (2018): 167-183
RIS TY - JOUR T1 - Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar AU - Mustafa CANSIZ , Nurcan CANSIZ Y1 - 2018 PY - 2018 N1 - doi: 10.17556/erziefd.332434 DO - 10.17556/erziefd.332434 T2 - Erzincan Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 167 EP - 183 VL - 20 IS - 1 SN - 2148-7758-2148-7510 M3 - doi: 10.17556/erziefd.332434 UR - http://dx.doi.org/10.17556/erziefd.332434 Y2 - 2018 ER -
EndNote %0 Erzincan Üniversitesi Eğitim Fakültesi Dergisi Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar %A Mustafa CANSIZ , Nurcan CANSIZ %T Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar %D 2018 %J Erzincan Üniversitesi Eğitim Fakültesi Dergisi %P 2148-7758-2148-7510 %V 20 %N 1 %R doi: 10.17556/erziefd.332434 %U 10.17556/erziefd.332434
ISNAD CANSIZ, Mustafa , CANSIZ, Nurcan . "Kaynaştırma Eğitimine Yönelik Düşünce, Tutum ve Endişeler: Öğretmen Eğitimi Programlarında İlk Yıllar". Erzincan Üniversitesi Eğitim Fakültesi Dergisi 20 / 1 (Nisan 2018): 167-183. http://dx.doi.org/10.17556/erziefd.332434