Publication: Özel eğitim okullarında yürütülen psikolojik danışma ve rehberlik hizmetlerine ilişkin psikolojik danışmanların görüş ve önerileri
Abstract
Bu araştırmada, özel eğitim okullarında görev yapan psikolojik danışmanların psikolojik danışma ve rehberlik hizmetlerine ilişkin görüş ve önerilerinin belirlenmesi amaçlanmıştır. Bu amaçla araştırmada psikolojik danışmanların, okul yönetimine, öğretmenlere, öğrencilere, ailelere, psikolojik danışma ve rehberlik hizmetlerine, psikolojik danışma ve rehberlik servisinin denetlenmesine ve psikolojik danışma ve rehberlik hizmetlerinin iyileştirilmesine ilişkin görüşlerinin ve önerilerinin neler olabileceği ile ilgili sorulara yanıtlar aranmıştır. Araştırmanın katılımcıları amaçlı örnekleme yöntemlerinden kartopu ve ölçüt örnekleme yöntemleri ile belirlenmiştir. Katılımcılar İstanbul İlinde Milli Eğitim Bakanlığı’na bağlı özel eğitim okullarında görev yapan 15 psikolojik danışmandan oluşmaktadır. Nitel araştırma yönteminin kullanıldığı bu araştırmada olgubilim deseni kullanılmıştır. Araştırmanın verileri yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Elde edilen verilerin değerlendirilmesinde betimsel analiz yöntemi kullanılmıştır. Araştırma bulgularına göre, yöneticiler özel eğitim konusunda ve PDR hizmetleri hakkında yeterli bilgiye sahip değiller ve psikolojik danışmanlardan görev tanımlarında olmayan işler talep etmektedirler. Psikolojik danışmanlar ücretli öğretmenlerin özel eğitim konusunda daha çok desteğe ihtiyaç duyduklarını belirtmişlerdir ve öğretmenlere lisans eğitimleri sırasında PDR hizmetleri hakkında dersler verilmesi önerisinde bulunmuşlardır. Psikolojik danışmanların öğrencilerde en çok davranış problemi, zihin kuramı eksikliği gibi problemlerle karşılaştıkları ve öğrencilerle en çok bireysel görüşmeler ve sınıf içi rehberlik çalışmaları yaptıkları belirlenmiştir. Özel gereksinimli birey ailelerinin ilgisiz oldukları, çocukları ile ilgili beklentilerinin düşük olduğu ve seminerlere katılımın az olduğu sonucuna ulaşılmıştır. Psikolojik danışmanlar PDR servisinin fiziksel ortamının özel gereksinimli öğrenciler açısından yetersiz olduğunu, bireysel görüşme ve grup çalışmaları için uygun ortamın olmadığını belirtmişlerdir. Psikolojik danışmanlar MEB’in özel eğitim okullarını diğer okullarla aynı değerlendirerek planlamalar yaptığını, özel eğitimde rehberlik çalışmalarına yönelik yeterli kaynağın olmadığını paylaşmışlardır. Psikolojik danışmanlar BEP’lerin hazırlanması sırasında müşavirlik yaptıklarını belirtmişler ve öğretmenlere BEP hakkında eğitimler verilmesi önerisinde bulunmuşlardır. Psikolojik danışmanlar müfettişlerin özel eğitim ve PDR hizmetleri hakkında yeterli bilgiye sahip olmadıklarını ve evrak üzerinden denetlemenin zor olduğunu düşünmektedirler. Psikolojik danışmanlar okuldan mezun olan öğrencilerin istihdamında yetersizlikler olduğunu ve orta ve ağır düzeyde işe yerleştirmenin yeterli olmadığını belirtmişler buna ilişkin olarak MEB’in işletmelerle özel gereksinimli öğrencilerin istihdamına yönelik projeler yapması önerisinde bulunmuşlardır. Ayrıca psikolojik danışmanlar, psikolojik danışmanlara lisans eğitimleri sırasında özel eğitimde rehberliğe yönelik eğitimler verilmesini önermişlerdir. Araştırmadan elde edilen bulgular doğrultusunda önerilerde bulunulmuştur.
In this study, it was aimed to determine the opinions and suggestions of psychological counselors who are working in special education schools regarding psychological counseling and guidance services. For this purpose, answers were sought to the questions about the opinions and suggestions of psychological counselors on school management, teachers, students, families, psychological counseling and guidance services, supervision of psychological counseling and guidance services, and improvement of psychological counseling and guidance services. Participants of the study were selected by snowball and criterion sampling method. The basic criterion which was expected from the participants was that they should be working in a special education school for at least one year. Participants consist of 15 psychological counselors working in special education schools affiliated to the Ministry of National Education in Istanbul. In this study, the phenomenology design of the qualitative research method was used. The data of the research were collected by semi-structured interview technique. Descriptive analysis method was used in the evaluation of the obtained data. According to the research findings, administrators do not have sufficient knowledge about special education and counseling services, and they demand tasks from psychological counselors that are not in their job descriptions. Psychological counselors stated that paid teachers need more support in special education and suggested that teachers should be given courses about PCG services during their undergraduate education. Psychological counselors mostly encounter problems such as behavioral problems and lack of theory of mind in students, and they adapt the work they do for students according to the needs of the students. It has been concluded that the families of individuals with special needs are indifferent, their expectations about their children are low, and the participation in the seminars is low. Psychological counselors stated that the physical environment of the counseling service was insufficient for students with special needs, and that there was no suitable environment for individual interviews and group work. Psychological counselors shared that MEB makes plans by evaluating special education schools the same as other schools, adapting the prepared plan according to the characteristics of the school, and that there is no resource for guidance and planning in special education. Psychological counselors think that inspectors do not have enough information about special education and psychological counseling services and it is difficult to inspect over documents. Psychological counselors stated that there are inadequacies in the employment of students who graduated from the school, and they suggested that the Ministry of National Education should carry out projects for the employment of students with special needs with businesses. In addition, psychological counselors suggested that psychological counselors should be given training on guidance in special education during their undergraduate education. In addition, psychological counselors suggested that psychological counselors should be given training on guidance in special education during their undergraduate education. Suggestions were made in line with the findings obtained from the research.
In this study, it was aimed to determine the opinions and suggestions of psychological counselors who are working in special education schools regarding psychological counseling and guidance services. For this purpose, answers were sought to the questions about the opinions and suggestions of psychological counselors on school management, teachers, students, families, psychological counseling and guidance services, supervision of psychological counseling and guidance services, and improvement of psychological counseling and guidance services. Participants of the study were selected by snowball and criterion sampling method. The basic criterion which was expected from the participants was that they should be working in a special education school for at least one year. Participants consist of 15 psychological counselors working in special education schools affiliated to the Ministry of National Education in Istanbul. In this study, the phenomenology design of the qualitative research method was used. The data of the research were collected by semi-structured interview technique. Descriptive analysis method was used in the evaluation of the obtained data. According to the research findings, administrators do not have sufficient knowledge about special education and counseling services, and they demand tasks from psychological counselors that are not in their job descriptions. Psychological counselors stated that paid teachers need more support in special education and suggested that teachers should be given courses about PCG services during their undergraduate education. Psychological counselors mostly encounter problems such as behavioral problems and lack of theory of mind in students, and they adapt the work they do for students according to the needs of the students. It has been concluded that the families of individuals with special needs are indifferent, their expectations about their children are low, and the participation in the seminars is low. Psychological counselors stated that the physical environment of the counseling service was insufficient for students with special needs, and that there was no suitable environment for individual interviews and group work. Psychological counselors shared that MEB makes plans by evaluating special education schools the same as other schools, adapting the prepared plan according to the characteristics of the school, and that there is no resource for guidance and planning in special education. Psychological counselors think that inspectors do not have enough information about special education and psychological counseling services and it is difficult to inspect over documents. Psychological counselors stated that there are inadequacies in the employment of students who graduated from the school, and they suggested that the Ministry of National Education should carry out projects for the employment of students with special needs with businesses. In addition, psychological counselors suggested that psychological counselors should be given training on guidance in special education during their undergraduate education. In addition, psychological counselors suggested that psychological counselors should be given training on guidance in special education during their undergraduate education. Suggestions were made in line with the findings obtained from the research.