Research Article
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Year 2023, Volume: 5 Issue: 1, 222 - 244, 30.06.2023
https://doi.org/10.51535/tell.1252024

Abstract

References

  • Ali Z, Fazil Q, Bywaters P, Wallace L & Singh G (2001). Disability, ethnicity and childhood: A critical review of research. Disability & Society,16, 949–968.
  • Artman-Meeker, K., Grant, T. O. & Yang, X. (2016). By the book: Using literature to discuss disability with children and teens. Teachıng Exceptional Children, 48(3), 151-158.
  • Atmaca, S. (2023). Program dışı etkinliklerin tasarlanması: Bir müdahale araştırması. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi (AKEF), 5(1), 250-275. DOI: 10.38151/akef.2023.53
  • Awbrey, C., Longo, A., Lynd, A. & Payne, C. (2008). Increasing social skills of elementary school students through the use of literature and role playing. Saint Xavier University & Pearson Achievement Solutions, Inc. Field Based Masters Programme, Chicago, Illinois.
  • Bakkaloğlu, H., Sucuoğlu, B. & Özbek, A. B. (2019). Okul öncesinde özel gereksinimli olan ve normal gelişen çocukların sosyal kabul düzeylerinin incelenmesi. İlköğretim Online, 18(2), 521-538. doi:10.17051/ilkonline.2019.562011
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Carroll, P., Witten, K., Calder-Dawe, O., Smith, M., Kearns, R., Asiasiga, L., Lin, J., Kayes, N. & Mavoa, S. (2018). Enabling participation for disabled young people: Study protocol. BMC Public Health, 18, 712.
  • Carter, E. W., Asmus, J., & Moss, C. K. (2013). Fostering friendships: Supporting relationships among youth with and without developmental disabilities. Prevention Researcher, 20(2), 14-17.
  • Columna, L., Lieberman, L., Arndt, K. & Yang, S. (2009). Using online videos for disability awareness. Journal of Physicial Eduation Recreation & Dance, 80(8), 19–24.
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. 3. Baskı, Çeviri editörü, Demir, S.B. Eğiten Kitap.
  • Çolak, A., Vuran, S. & Uzuner, Y. (2013). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14 (2), 33-49.
  • Dukes, C., & Berlingo, L. (2020). Fissuring barriers to inclusive education for students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 45(1), 14-17.
  • Dunst, C.J. (2014). Meta-analysis of the effects of puppet shows on attitudes toward and knowledge of individuals with disabilities. Exceptional Children, 80(2), 136-148.
  • Dyches, T. T., Prater, M. A. ve Cramer, S. F. (2001). Characterization of mental retardation and autism in children's books. Education and Training in Mental Retardation and Developmental Disabilities, 36(3), 230-243.
  • Favazza, P, & Odom, S. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Excep Child, 63, 405–418.
  • Flower, A., Burns, M.K., & Bottsford-Miller, N.A. (2007). Meta-analysis of disability simulation research.Remedial and Special Education, 28, 72–79.
  • Godeau, E., Vignes, C., Sentenac, M., Ehlinger, V., Navarro, F., Grandjean, H. & Arnaud, C. (2010). lmproving attitudes towards children with disabilities in a school context: a cluster randomized intervention study. Developmental Medicine and Child Neurology, 52(10), 236-242.
  • Hunt, C. S., & Hunt, B. (2004). Changing Attitudes Toward People with Disabilities: Experimenting with an Educational Intervention. Journal of Managerial Issues, 16(2), 266–280.
  • Hurst, C., Corning, K., & Ferrante, R. (2012). Children's acceptance of others with disability: The influence of a disability-simulation program. Journal of Genetic Counseling, 21(6), 873-883.
  • Hutzler, Y., Fliess-Douer, O., Avraham, A., Reiter, S., & Talmor, R. (2007). Effects of short-term awareness interventions on children‟s attitudes toward peers with a disability. International Journal of Rehabilitation Research, 30(2), 159-161.
  • İlhan, E. L. & Esentürk, O. K. (2014). Zihinsel engelli bireylerde sporun etkilerine yönelik farkındalık ölçeği (ZEBSEYFÖ) geliştirme çalışması. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 9 (1), 19-36.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım.
  • Koçyiğit, S. (2015). Ana sınıflarında kaynaştırma eğitimi uygulamalarına ilişkin öğretmen-rehber öğretmen ve ebeveyn görüşleri. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 4(1), 391-415.
  • Lindsay, S., & McPherson, A. C. (2012). Strategies for improving disability awareness and social inclusion of children and young people with cerebral palsy. Child: Care, Health & Development, 38(6), 809-816.
  • McDougall, J., King, G., de Wit, D.J., Miller, L.T., Hong, S., Offord, D.R., LaPorta, J., & Meyer, K. (2004). Chronic physical health conditions and disability among Canadian school-aged children: a national profile. Disabil Rehabil; 26, 35–45.
  • Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Edition). Calif.: SAGE Publications.
  • Moore, D., & Nettelbeck, T. (2013). Effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability. Journal of Intellectual and Developmental Disability, 38(3), 223-231.
  • Nowicki, E. A., & Brown, J. D. (2013). "A Kid Way": Strategies for Including Classmates With Learning or Intellectual Disabilities. Intellectual & Developmental Disabilities, 51(4), 253-262.
  • Nowicki, E.A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. J Intellect Disabil Res., 50, 335–348. doi: 10.1111/j.1365-2788.2005.00781.x
  • O'Connor, E. (2016). The use of 'Circle of Friends' strategy to improve social interactions and social acceptance: a case study of a child with Asperger's Syndrome and other associated needs. Support For Learning, 31(2), 138-147.
  • O'Neill, B. E. (2013). Improvisational play interventions: Fostering social-emotional development in inclusive classrooms. YC Young Children, 68(3), 62.
  • Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C. ve Leboeuf, L. M. (2015). Pick a book, any book: Using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18(1), 30-43. https://doi.org/10.1177/1096250613512666
  • Özkalp, E. (2007). Sosyolojiye Giriş. Yenilenmiş 15. Basım. Bursa: Ekin Basım Yayın Dağıtım.
  • Öztürk, K. (2002). Küresel iklim değişikliği ve Türkiyeye olası etkileri. Gazi Eğitim Fakültesi Dergisi, 22(1), 47-65.
  • Öztürk, T. & Yıkmış, A. (2013). Ana sınıflarına devam eden normal çocukları bilgilendirmenin zihin engelli yaşıtlarına yönelik tutumlarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 1-20.
  • Pamuk, D. K. & Mazhar, B. A. L. (2019). Okul öncesi öğretmenlerinin kapsayıcı eğitimde çocukların dil gelişim sürecine yönelik görüşlerinin belirlenmesi. Milli Eğitim Dergisi, 48(1), 737-754.
  • Patton, M. (1987). Değerlendirmede nitel yöntemler nasıl kullanılır? Beverly Hills, CA: SAGE Publication, Inc.
  • Pivik, J., McComas, J., Macfarlane, I., & Laflamme, M. (2002). Using virtual reality to teach disability awareness. Journal of Educational Computing Research, 26, 203-218.
  • Ranson, N. J. & Byrne, M. K. (2014) ̳Promoting peer acceptance of females with higher-functioning autism in a mainstream education setting: A replication and extension of the effects of an autism anti- stigma program. Journal Autism Developmental Disorder. 44 (11), 2778–2796.
  • Seidler, C. O. (2011). Fighting disability stereotypes with comics: "I cannot see you, but I know you are staring at me". Art Education, 64(6), 20-23.
  • Siagian, P. E. & Kurniawati, F. (2019). Inclusive preschool teachers: Their attitude and engagement toward inclusive education. Advances in Social Science, Education and Humanities Research. 388, 117-121. https://doi.org/creativecommons.org/licenses/by-nc/5.0
  • Sigmon, M. L., Tackett, M. E., & Azano, A. P. (2016). Using children's picture books about autism as resources in inclusive classrooms. The Reading Teacher, 70(1), 111-117.
  • Tavares, W. (2011). An evaluation of the kids are kids disability awareness program: increasing social inclusion among children with physical disabilies. J Soc Work Disabil Rehabil, 10, 25–35.
  • Tindall, D. (2013). Creating disability awareness through sport: exploring the participation, attitudes and perceptions of post-primary female students in Ireland. Irish Educational Studies, 32(4), 457-475.
  • Triliva, S., Anagnostopoulou, T., Hatzinikolaou, S., Chimienti, G., & Mastorakou, A. (2009). Sensitization of students to issues relating to disability: The development and evaluation of a program to sensitize Greek grammar school students to issues relating to disability. European Journal of Counseling Psychology, 1, 3-17.
  • Tuş, Ö. ve Çifci Tekinarslan, İ. (2013). Okul öncesi kaynaştırma eğitimine devam eden özel gereksinimli çocukların karşılaştıkları güçlüklerin annelerin görüşlerine göre belirlenmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 35, 151-165.
  • United Nations (1989). Convention on the Rights of the Child (UN Document, A/Res/44/23). New York: United Nations.
  • Wardany, O.F., Wagimin, & Hidayatullah, M.F. (2018). Activities for fostering disability awareness and friendship in inclusive school. Indonesian Journal of Disability Studies (IJDS). 5(1),106-114.
  • Wilkins, J., Howe, K., Seiloff, M., Rowan, S., & Lilly, E. (2016). Exploring elementary students‘perceptions of disabilities using children's literature. British Journal of Special Education, 43(3), 233-249. Woodgate, R. L., Gonzalez, M., Demczuk, L., Snow, W. M., Barriage, S. ve Kirk, S. (2019). How do peers promote social inclusion of children with disabilities? A mixed-methods systematic review. Disability and Rehabilitation,42(18),2553-2579. http://doi.org/10.1080/09638288.2018.1561955
  • Yıldırım, A., & Simsek, H. (2018). Sosyal bilimlerde nitel arastirma yontemleri (11.Baskı). Seckin Yayıncılık.

Opinions on Awareness Activities Regarding Inclusive Community Life: Experiences of Pre-Service Teachers

Year 2023, Volume: 5 Issue: 1, 222 - 244, 30.06.2023
https://doi.org/10.51535/tell.1252024

Abstract

The aim of this study is to examine the opinions of the Special Education teacher candidates about the awareness activities organized in terms of the rights of children with special needs, their social participation, accessibility and contributing to the social inclusion climate. 56 pre-service teachers studying in the 2nd year of the Special Education Department of the Faculty of Education were included in this study. The data of the research carried out in a phenomenological design was collected through the analysis of the forms containing the written opinions of pre-service teachers in the fall term of 2022-2023. By analyzing the data with document analysis technique, it was gathered under five main themes: "Classification of Organized Awareness Activities, Description of Activities Serving Purpose, Importance of Awareness Activities, Activities That Pre-service Teachers Want to Organize and Suggestions for Activities”. In awareness activities, it is noteworthy that the pre-service teachers, who draw attention to social, legal, and physical regulations, emphasize the importance of content that reflects a rights-based view and the fundamental rights of individuals for this purpose. It was also seen that pre-service teachers emphasized the importance of including permanent and continuous awareness activities rather than containing a certain time interval and diversifying them in terms of being aimed at different disability groups. Based on the results of the research, it can be suggested that family and peer participation in awareness activities in inclusive environments, up-to-date and continuity of activities, and information sharing about individuals with special needs can be recommended.

References

  • Ali Z, Fazil Q, Bywaters P, Wallace L & Singh G (2001). Disability, ethnicity and childhood: A critical review of research. Disability & Society,16, 949–968.
  • Artman-Meeker, K., Grant, T. O. & Yang, X. (2016). By the book: Using literature to discuss disability with children and teens. Teachıng Exceptional Children, 48(3), 151-158.
  • Atmaca, S. (2023). Program dışı etkinliklerin tasarlanması: Bir müdahale araştırması. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi (AKEF), 5(1), 250-275. DOI: 10.38151/akef.2023.53
  • Awbrey, C., Longo, A., Lynd, A. & Payne, C. (2008). Increasing social skills of elementary school students through the use of literature and role playing. Saint Xavier University & Pearson Achievement Solutions, Inc. Field Based Masters Programme, Chicago, Illinois.
  • Bakkaloğlu, H., Sucuoğlu, B. & Özbek, A. B. (2019). Okul öncesinde özel gereksinimli olan ve normal gelişen çocukların sosyal kabul düzeylerinin incelenmesi. İlköğretim Online, 18(2), 521-538. doi:10.17051/ilkonline.2019.562011
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Carroll, P., Witten, K., Calder-Dawe, O., Smith, M., Kearns, R., Asiasiga, L., Lin, J., Kayes, N. & Mavoa, S. (2018). Enabling participation for disabled young people: Study protocol. BMC Public Health, 18, 712.
  • Carter, E. W., Asmus, J., & Moss, C. K. (2013). Fostering friendships: Supporting relationships among youth with and without developmental disabilities. Prevention Researcher, 20(2), 14-17.
  • Columna, L., Lieberman, L., Arndt, K. & Yang, S. (2009). Using online videos for disability awareness. Journal of Physicial Eduation Recreation & Dance, 80(8), 19–24.
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. 3. Baskı, Çeviri editörü, Demir, S.B. Eğiten Kitap.
  • Çolak, A., Vuran, S. & Uzuner, Y. (2013). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14 (2), 33-49.
  • Dukes, C., & Berlingo, L. (2020). Fissuring barriers to inclusive education for students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 45(1), 14-17.
  • Dunst, C.J. (2014). Meta-analysis of the effects of puppet shows on attitudes toward and knowledge of individuals with disabilities. Exceptional Children, 80(2), 136-148.
  • Dyches, T. T., Prater, M. A. ve Cramer, S. F. (2001). Characterization of mental retardation and autism in children's books. Education and Training in Mental Retardation and Developmental Disabilities, 36(3), 230-243.
  • Favazza, P, & Odom, S. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Excep Child, 63, 405–418.
  • Flower, A., Burns, M.K., & Bottsford-Miller, N.A. (2007). Meta-analysis of disability simulation research.Remedial and Special Education, 28, 72–79.
  • Godeau, E., Vignes, C., Sentenac, M., Ehlinger, V., Navarro, F., Grandjean, H. & Arnaud, C. (2010). lmproving attitudes towards children with disabilities in a school context: a cluster randomized intervention study. Developmental Medicine and Child Neurology, 52(10), 236-242.
  • Hunt, C. S., & Hunt, B. (2004). Changing Attitudes Toward People with Disabilities: Experimenting with an Educational Intervention. Journal of Managerial Issues, 16(2), 266–280.
  • Hurst, C., Corning, K., & Ferrante, R. (2012). Children's acceptance of others with disability: The influence of a disability-simulation program. Journal of Genetic Counseling, 21(6), 873-883.
  • Hutzler, Y., Fliess-Douer, O., Avraham, A., Reiter, S., & Talmor, R. (2007). Effects of short-term awareness interventions on children‟s attitudes toward peers with a disability. International Journal of Rehabilitation Research, 30(2), 159-161.
  • İlhan, E. L. & Esentürk, O. K. (2014). Zihinsel engelli bireylerde sporun etkilerine yönelik farkındalık ölçeği (ZEBSEYFÖ) geliştirme çalışması. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 9 (1), 19-36.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım.
  • Koçyiğit, S. (2015). Ana sınıflarında kaynaştırma eğitimi uygulamalarına ilişkin öğretmen-rehber öğretmen ve ebeveyn görüşleri. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 4(1), 391-415.
  • Lindsay, S., & McPherson, A. C. (2012). Strategies for improving disability awareness and social inclusion of children and young people with cerebral palsy. Child: Care, Health & Development, 38(6), 809-816.
  • McDougall, J., King, G., de Wit, D.J., Miller, L.T., Hong, S., Offord, D.R., LaPorta, J., & Meyer, K. (2004). Chronic physical health conditions and disability among Canadian school-aged children: a national profile. Disabil Rehabil; 26, 35–45.
  • Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Edition). Calif.: SAGE Publications.
  • Moore, D., & Nettelbeck, T. (2013). Effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability. Journal of Intellectual and Developmental Disability, 38(3), 223-231.
  • Nowicki, E. A., & Brown, J. D. (2013). "A Kid Way": Strategies for Including Classmates With Learning or Intellectual Disabilities. Intellectual & Developmental Disabilities, 51(4), 253-262.
  • Nowicki, E.A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. J Intellect Disabil Res., 50, 335–348. doi: 10.1111/j.1365-2788.2005.00781.x
  • O'Connor, E. (2016). The use of 'Circle of Friends' strategy to improve social interactions and social acceptance: a case study of a child with Asperger's Syndrome and other associated needs. Support For Learning, 31(2), 138-147.
  • O'Neill, B. E. (2013). Improvisational play interventions: Fostering social-emotional development in inclusive classrooms. YC Young Children, 68(3), 62.
  • Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C. ve Leboeuf, L. M. (2015). Pick a book, any book: Using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18(1), 30-43. https://doi.org/10.1177/1096250613512666
  • Özkalp, E. (2007). Sosyolojiye Giriş. Yenilenmiş 15. Basım. Bursa: Ekin Basım Yayın Dağıtım.
  • Öztürk, K. (2002). Küresel iklim değişikliği ve Türkiyeye olası etkileri. Gazi Eğitim Fakültesi Dergisi, 22(1), 47-65.
  • Öztürk, T. & Yıkmış, A. (2013). Ana sınıflarına devam eden normal çocukları bilgilendirmenin zihin engelli yaşıtlarına yönelik tutumlarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 1-20.
  • Pamuk, D. K. & Mazhar, B. A. L. (2019). Okul öncesi öğretmenlerinin kapsayıcı eğitimde çocukların dil gelişim sürecine yönelik görüşlerinin belirlenmesi. Milli Eğitim Dergisi, 48(1), 737-754.
  • Patton, M. (1987). Değerlendirmede nitel yöntemler nasıl kullanılır? Beverly Hills, CA: SAGE Publication, Inc.
  • Pivik, J., McComas, J., Macfarlane, I., & Laflamme, M. (2002). Using virtual reality to teach disability awareness. Journal of Educational Computing Research, 26, 203-218.
  • Ranson, N. J. & Byrne, M. K. (2014) ̳Promoting peer acceptance of females with higher-functioning autism in a mainstream education setting: A replication and extension of the effects of an autism anti- stigma program. Journal Autism Developmental Disorder. 44 (11), 2778–2796.
  • Seidler, C. O. (2011). Fighting disability stereotypes with comics: "I cannot see you, but I know you are staring at me". Art Education, 64(6), 20-23.
  • Siagian, P. E. & Kurniawati, F. (2019). Inclusive preschool teachers: Their attitude and engagement toward inclusive education. Advances in Social Science, Education and Humanities Research. 388, 117-121. https://doi.org/creativecommons.org/licenses/by-nc/5.0
  • Sigmon, M. L., Tackett, M. E., & Azano, A. P. (2016). Using children's picture books about autism as resources in inclusive classrooms. The Reading Teacher, 70(1), 111-117.
  • Tavares, W. (2011). An evaluation of the kids are kids disability awareness program: increasing social inclusion among children with physical disabilies. J Soc Work Disabil Rehabil, 10, 25–35.
  • Tindall, D. (2013). Creating disability awareness through sport: exploring the participation, attitudes and perceptions of post-primary female students in Ireland. Irish Educational Studies, 32(4), 457-475.
  • Triliva, S., Anagnostopoulou, T., Hatzinikolaou, S., Chimienti, G., & Mastorakou, A. (2009). Sensitization of students to issues relating to disability: The development and evaluation of a program to sensitize Greek grammar school students to issues relating to disability. European Journal of Counseling Psychology, 1, 3-17.
  • Tuş, Ö. ve Çifci Tekinarslan, İ. (2013). Okul öncesi kaynaştırma eğitimine devam eden özel gereksinimli çocukların karşılaştıkları güçlüklerin annelerin görüşlerine göre belirlenmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 35, 151-165.
  • United Nations (1989). Convention on the Rights of the Child (UN Document, A/Res/44/23). New York: United Nations.
  • Wardany, O.F., Wagimin, & Hidayatullah, M.F. (2018). Activities for fostering disability awareness and friendship in inclusive school. Indonesian Journal of Disability Studies (IJDS). 5(1),106-114.
  • Wilkins, J., Howe, K., Seiloff, M., Rowan, S., & Lilly, E. (2016). Exploring elementary students‘perceptions of disabilities using children's literature. British Journal of Special Education, 43(3), 233-249. Woodgate, R. L., Gonzalez, M., Demczuk, L., Snow, W. M., Barriage, S. ve Kirk, S. (2019). How do peers promote social inclusion of children with disabilities? A mixed-methods systematic review. Disability and Rehabilitation,42(18),2553-2579. http://doi.org/10.1080/09638288.2018.1561955
  • Yıldırım, A., & Simsek, H. (2018). Sosyal bilimlerde nitel arastirma yontemleri (11.Baskı). Seckin Yayıncılık.
There are 50 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Necla Işıkdoğan Uğurlu 0000-0002-1795-0470

Early Pub Date June 22, 2023
Publication Date June 30, 2023
Acceptance Date April 6, 2023
Published in Issue Year 2023 Volume: 5 Issue: 1

Cite

APA Işıkdoğan Uğurlu, N. (2023). Opinions on Awareness Activities Regarding Inclusive Community Life: Experiences of Pre-Service Teachers. Journal of Teacher Education and Lifelong Learning, 5(1), 222-244. https://doi.org/10.51535/tell.1252024

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