Publication: Fen bilimleri öğretmenlerinin kapsayıcı eğitim anlayışlarının incelenmesi
Abstract
Kapsayıcılık günümüzde, toplum, politika ve eğitim yaklaşımları arasında oldukça tartışılan konulardandır. Bu yaklaşımın son yıllarda daha popüler olması, günümüzde öğrenci merkezli eğitimin benimsenmesi ile herkese yönelik eğitim vurgusu ile ilişkilendirilmektedir. Bu vurgunun gerçekleşebilmesi için özellikle toplumda dezavantajlı konumda olan bireylerin ve grupların eğitim ortamlarına ve topluma katılımının artması gerekmektedir. Burada söz konusu dezavantajlar; engelli olma durumu, cinsiyet eşitsizlikleri olabileceği gibi farklı etnik yapı, sosyal sınıf, dil ve başarıya sahip birey ya da grupların ayrımcılığa uğraması biçiminde de olabilmektedir. Tüm çocukların evrensel bir hak olan eğitim hakkını elde etmeleri ve nitelikli eğitim almaları için uygulanan kapsayıcı eğitim yaklaşımı, pek çok yöntemi, etkinliği ve süreci içermektedir. Son yıllarda Dünya’da ve ülkemizde kapsayıcı eğitim uygulamaları daha çok görülse de kapsayıcılığın fen bilimleri dersi öğretim programında yeterince yer almaması, fen bilimleri öğretmenlerinin kapsayıcı fen uygulamaları hakkındaki tutum, bilgi ve becerilerinde yetersizliklerin görülmesi bu konuda zorlukların olduğunu göstermektedir. Bu bağlamda fen bilimleri öğretmenlerinin kapsayıcı eğitime bakış açılarını belirlemek ve süreçteki deneyimleri hakkında bilgi sahibi olmak bu konuda yapılacak araştırmalar için önemli bir ihtiyaç haline gelmiştir. Bu doğrultuda çalışmanın amacı; kapsayıcı eğitim konusunda eğitim almış öğretmenlerin kapsayıcı eğitime bakış açılarının ve süreçte yaşadıkları deneyimlerin ortaya çıkarılmasıdır. Araştırmaya 21 fen bilimleri öğretmeni katılmıştır. Bu grup, 2018 yılında UNICEF desteğiyle MEB tarafından verilen ‘kapsayıcı eğitim öğretmen eğitimine’ katılmış fen bilimleri öğretmenleri arasından seçilmiştir. Nitel araştırma yaklaşımı ile kurgulanan çalışmada veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Görüşme formundaki temalar kapsayıcı eğitim algısı, kapsayıcı eğitim gerekçeleri, kapsayıcı öğretmen özellikleri, kapsayıcı eğitimin katkıları ve sınırlılıkları ve kapsayıcı eğitim önerileri şeklinde 5 ana bölüm şeklinde belirlenmiştir. Çevrim içi ortamda toplanan veriler tematik analiz yaklaşımı ile analiz edilmiştir. Yapılan detaylı analiz sonucu, fen bilimleri öğretmenlerinin kapsayıcı eğitim uygulamaları noktasında problemler yaşadığı anlaşılmaktadır. Bu noktada eğitimde görevli tüm paydaşlar arasında iş birliğini arttırıcı uygulamalar, kapsayıcı politikaların geliştirilmesi ve öğretmen eğitimleri ön plana çıkmaktadır.
Inclusivity is one of the most debated issues among society, policy and education approaches today. The fact that this approach has become more popular in recent years is associated with the adoption of student-centered education and the emphasis on education for all. In order for this emphasis to be realized, it is necessary to increase the participation of individuals and groups who are disadvantaged in society, in educational environments and society. Here are the disadvantages; Disability can be in the form of gender inequalities as well as discrimination of individuals or groups with different ethnicity, social class, language and achievement. The inclusive education approach, which is applied for all children to obtain the universal right to education and to receive quality education, includes many methods, activities and processes. Although inclusive education practices have been seen more frequently in the world and in our country in recent years, the fact that inclusiveness is not sufficiently included in the science curriculum and the inadequacies in the attitudes, knowledge and skills of science teachers about inclusive science practices show that there are difficulties in this regard. In this context, determining the science teachers' perspectives on inclusive education and having information about their experiences in the process has become an important need for research on this subject. In this direction, the aim of the study is; The aim is to reveal the perspectives of teachers trained in inclusive education and their experiences in the process. 21 science teachers participated in the research. This group was selected from among the science teachers who participated in the 'inclusive education teacher training' given by the Ministry of National Education with the support of UNICEF in 2018. In the study, which was designed with a qualitative approach, the data were collected through a semi-structured interview form. The themes in the interview form were determined as 5 main sections: perception of inclusive education, reasons for inclusive education, characteristics of inclusive teachers, contributions and limitations of inclusive education, and inclusive education recommendations. The data collected in the online environment were analyzed with thematic analysis approach. As a result of the detailed analysis, it is understood that science teachers have problems in terms of inclusive education practices. At this point, practices that increase cooperation between all stakeholders in education, development of inclusive policies and teacher training come to the fore.
Inclusivity is one of the most debated issues among society, policy and education approaches today. The fact that this approach has become more popular in recent years is associated with the adoption of student-centered education and the emphasis on education for all. In order for this emphasis to be realized, it is necessary to increase the participation of individuals and groups who are disadvantaged in society, in educational environments and society. Here are the disadvantages; Disability can be in the form of gender inequalities as well as discrimination of individuals or groups with different ethnicity, social class, language and achievement. The inclusive education approach, which is applied for all children to obtain the universal right to education and to receive quality education, includes many methods, activities and processes. Although inclusive education practices have been seen more frequently in the world and in our country in recent years, the fact that inclusiveness is not sufficiently included in the science curriculum and the inadequacies in the attitudes, knowledge and skills of science teachers about inclusive science practices show that there are difficulties in this regard. In this context, determining the science teachers' perspectives on inclusive education and having information about their experiences in the process has become an important need for research on this subject. In this direction, the aim of the study is; The aim is to reveal the perspectives of teachers trained in inclusive education and their experiences in the process. 21 science teachers participated in the research. This group was selected from among the science teachers who participated in the 'inclusive education teacher training' given by the Ministry of National Education with the support of UNICEF in 2018. In the study, which was designed with a qualitative approach, the data were collected through a semi-structured interview form. The themes in the interview form were determined as 5 main sections: perception of inclusive education, reasons for inclusive education, characteristics of inclusive teachers, contributions and limitations of inclusive education, and inclusive education recommendations. The data collected in the online environment were analyzed with thematic analysis approach. As a result of the detailed analysis, it is understood that science teachers have problems in terms of inclusive education practices. At this point, practices that increase cooperation between all stakeholders in education, development of inclusive policies and teacher training come to the fore.