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The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers' Opinions about the Importance of Instructional Adaptations

Yıl 2023, Cilt: 24 Sayı: 3, 401 - 418, 01.09.2023
https://doi.org/10.21565/ozelegitimdergisi.1116380

Öz

Introduction: Adaptations must be made by teachers for students with Special Educational Needs (SEN) to take part in the successful inclusion practices (SIP) process and to ensure effective teaching. However, teachers struggle to make adaptations for various reasons during the instructional process, either finding it difficult to make adequate adaptations or being unable to make any adaptations at all. For this reason, there is a problem with the realization of the SIP, and the educational needs of the students with SEN cannot be met properly. The study aims to examine the effect of an information package application (IPA) prepared on instructional adaptations (IA) for classroom teachers on teachers' opinions on the importance of IA.
Method: In the study, mixed method and “multi-stage mixed design” were used as the research design. The research consists of five stages: i. Determination of opinion (requirement) before SIP, ii. SIP preparation and implementation, iii. determination of SIP effectiveness, iv. determination of social validity related to SIP, and v. Stage: Monitoring phase respectively. The participants of the study are primary school class teachers from Hendek district of Sakarya province, who have students with SEN in their class (60 [Experimental group: n = 30, control group: n = 30] in the quantitative dimension, 31 teachers in the qualitative dimension). The qualitative data of the research was obtained through focus group interviews (FGI). Quantitative dimension data of the research was obtained by using the Scale of Instructional Adaptations for Inclusion (SIMI); social validity data were obtained by using the Social Validity Form; and the data containing personal information was obtained by using the demographic information form.
Findings: The findings of the research indicate that the implementation of the IPA has positively changed teachers' opinions regarding the importance of individualized education. “Social validity determination” findings of the study show that teachers find the IPA performed useful and functional.
Discussion: The research findings have been discussed within the framework of the relevant literature, and recommendations and limitations related to the study have been stated.

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Kaynaştırma Uygulamalarında Gerçekleştirilebilecek Uyarlamalar Eğitiminin Sınıf Öğretmenlerinin Uyarlamaların Önemine İlişkin Görüşlerine Etkisi

Yıl 2023, Cilt: 24 Sayı: 3, 401 - 418, 01.09.2023
https://doi.org/10.21565/ozelegitimdergisi.1116380

Öz

Giriş: Özel gereksinimli öğrencilerin (ÖGÖ) başarılı kaynaştırma uygulamaları (BKU) sürecinde yer alabilmeleri ve etkili öğretimin sağlanabilmesi için öğretmenler tarafından uyarlamaların gerçekleştirilmesi çok önemlidir. Ancak öğretmenler öğretim sürecinde çeşitli nedenlerle uyarlama yapmakta zorlanmakta ya yetersiz uyarlama yapmakta ya da hiç uyarlama yapamamaktadır. Bu nedenle BKU gerçekleştirilmesinde sorun yaşanmakta ve ÖGÖ’lerin eğitim gereksinimleri gerektiği gibi karşılanamamaktadır. Araştırmanın amacı, sınıf öğretmenlerine yönelik öğretimsel uyarlamalar (ÖU) konusunda hazırlanan bir bilgilendirme paketi uygulamasının (BPU), öğretmenlerin ÖU’nun önemine ilişkin görüşleri üzerindeki etkisinin incelenmesidir.
Yöntem: Araştırmada karma yöntem, araştırma deseni olarak “çok aşamalı karma desen” kullanılmıştır. Araştırma sırasıyla; i. BPU öncesi görüş (gereksinim) belirleme, ii. BPU hazırlanması ve uygulanması (öğretmen eğitimi), iii. BPU etkililiğinin belirlenmesi, iv. BPU’ya ilişkin sosyal geçerlik belirlenmesi ve v. Aşama: İzleme aşaması olmak üzere beş aşamadan oluşmaktadır. Araştırmanın katılımcıları; Sakarya ili Hendek ilçesinde, sınıfında ÖGÖ bulunan (nicel boyutta 60 [Deney grubu: n = 30, kontrol grubu: n = 30] kişi, nitel boyutta 31 kişi) ilkokul sınıf öğretmenleridir. Araştırmanın nitel boyut verileri odak grup görüşmeleriyle (OGG), nicel boyut verileri; Kaynaştırmaya İlişkin Düzenlemeler Ölçeği (KİDO) kullanılarak, sosyal geçerlik verileri Sosyal Geçerlik Formu kullanılarak ve kişisel bilgilerin yer aldığı veriler ise demografik bilgi formu kullanılarak elde edilmiştir.
Bulgular: Araştırmanın bulguları; sınıf öğretmenlerine yönelik hazırlanan BPU’nun, ÖU’nun önemine ilişkin öğretmen görüşlerinin pozitif yönde değişmesinde etkili olduğu sonucunu göstermektedir. Araştırmanın “sosyal geçerlik belirleme” bulguları ise öğretmenlerin gerçekleştirilen BPU’yu yararlı ve işlevsel bulduklarını göstermektedir.
Tartışma: Araştırma sonucu elde edilen bulgular alanyazın çerçevesinde tartışılmış, araştırmaya ilişkin öneriler ve sınırlılıklar belirtilmiştir.

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  • Sucuoğlu, N. B., Bakkaloğlu, H., Akalın, S., Demir, Ş., & İşcen-Karasu, F. (2015). The effects of the Preschool Inclusion Program on teacher outcomes in Turkey. Journal of Early Childhood Teacher Education, 36(4), 324-341. https://doi.org/10.1080/10901027.2015.1105328
  • Sucuoğlu, B. & Kargın, T. (2006). İlköğretimde kaynaştırma uygulamaları: Yaklaşımlar, yöntemler, teknikler. Morpa Yayınları.
  • Sucuoğlu, B., Ünsal, P., & Özokçu, O. (2004). Kaynaştırma sınıfı öğretmenlerinin önleyici sınıf yönetimi becerilerinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(02).
  • Teddlie, C., & Tashakkori, A. (2003). Major issues and controveries in the use of mixed methods in the social and behvioral sciences. A. Tashakkori and C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research içinde, (s.3-50). Thousand Oaks, CA: Sage Publications. http://hdl.handle.net/20.500.12575/66168
  • Troia, G. A., Tashakkori, A., Teddlie, C., & Graham, S. (2017). Use and acceptability of writing adaptations for students with disabilities: Survey of grade 3–8 teachers. Learning Disabilities Research & Practice, 32(4), 257-269. https://doi.org/10.1111/ldrp.12135
  • Vaughn, M., & Parsons, S. A. (2013). Adaptive teachers as innovators: Instructional adaptations opening spaces for enhanced literacy learning. Language Arts, 91(2), 81-93. https://www.jstor.org/stable/24575032
  • Vlachou, A., Didaskalou, E., & Voudouri, E. (2009). Mainstream teachers’ instructional adaptations: implications for inclusive responses. Revista de Educacion, 349, 179-201. http://hdl.handle.net/11162/74520
  • Vural, M. & Yıkmış, A. (2008). Kaynaştırma sınıfı öğretmenlerinin öğretimin uyarlanmasına ilişkin yaptıkları çalışmaların belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 141-159. https://dergipark.org.tr/en/pub/aibuefd/issue/1495/18090
  • Wiebe Berry, R. A. (2006). Beyond strategies: Teacher beliefs and writing instruction in two primary inclusion classrooms. Journal of Learning Disabilities, 39(1), 11-24. https://doi.org/10.1177/00222194060390010301
  • Yang, C. H., & Rusli, E. (2012). Teacher training in using effective strategies for preschool children with disabilities in inclusive classrooms. Journal of College Teaching & Learning, 9(1), 53. https://doi.org/10.19030/tlc.v9i1.6715
  • Yaşaran, Ö., Batu, E. S., & Özen, A. (2014). Özel gereksinimli bireylerin sosyal kabullerini sağlamada normal gelişim gösteren öğrencilere sunulan kaynaştırmaya hazırlık etkinliklerinin etkisi. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 14(3). 167-180. https://doi.org/10.18037/ausbd.92732
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. (6. Baskı). Seçkin Yayınevi.
Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Kapsayıcı Eğitim
Bölüm Makaleler
Yazarlar

Emrah Bilgiç 0000-0002-6186-6786

Emine Sema Batu 0000-0003-0770-5145

Erken Görünüm Tarihi 25 Temmuz 2023
Yayımlanma Tarihi 1 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 3

Kaynak Göster

APA Bilgiç, E., & Batu, E. S. (2023). The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers’ Opinions about the Importance of Instructional Adaptations. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(3), 401-418. https://doi.org/10.21565/ozelegitimdergisi.1116380




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