Araştırma Makalesi
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Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

Yıl 2023, Cilt: 13 Sayı: 3, 527 - 549, 31.12.2023

Emrah Bilgiç

https://doi.org/10.19126/suje.1353190

Öz

The recent Kahramanmaraş earthquake and the COVID-19 pandemic led to the implementation of emergency remote teaching (ERT) to prevent the interruption of education services. This rapid implementation of ERT in the educational process led to many new experiences for classroom teachers in implementing teaching activities for students with special educational needs (SWD) in terms of successful inclusion practices (SIP). It is essential to have information about the teachers' experiences of SIP through ERT to determine which strategies they used to cope with the difficulties experienced in this process, to assess their needs and suggestions about the process, and to take measures to overcome these difficulties to realize effective teaching in case similar disasters occur again in the future. This study aims to determine the experiences of classroom teachers on ERT practices for effective instruction for SWD in the process of SIP. The study adopts qualitative research, and a phenomenological design was utilized to analyze classroom teachers' experiences on the subject in depth. The participants of the study consisted of eight primary school classroom teachers. The research data were obtained using a semi-structured interview form applied to the participants. Through thematic analysis of the qualitative data obtained, themes, sub-themes, and codes were created and analyzed. The findings showed that the ERT process carried out within the scope of SIP has advantages and disadvantages for teachers and SWD. The Advantages and disadvantages of teaching basic academic skills (Turkish, mathematics, life science, social studies, and science) were also identified. In addition, it was concluded that teachers have needs and expectations in the SIP process for SWD, and if necessary, studies are carried out in this regard; the more comprehensive distance education method can be used in the relevant process instead of the ERT method. Research findings were discussed within the literature framework, and limitations and recommendations were stated.

Anahtar Kelimeler

Emergency remote teaching distance education successful inclusive practices students with special educational needs teachers’ experiences effective teaching.

Kaynakça

  • Assembly, U. G. (1948). Universal declaration of human rights. UN General Assembly, 302(2), 14–25. Retrieved from: https://www.multiculturalaustralia.edu.au/doc/unhrights_1.pdf
  • Başar, A. Y., & Gündüz, Y. (2022). Covid-19 pandemi sürecinde özel gereksinimli öğrencilerin uzaktan eğitim yaşantılarına ilişkin öğretmenlerin ve ailelerin görüşlerinin incelenmesi [Investigation of the opinions of teachers and famılıes on the distance education experiences of students with special needs during the Covid-19 pandemic process]. Uluslararası Anadolu Sosyal Bilimler Dergisi, 6(2), 643-662. https://doi.org/10.47525/ulasbid.1074457
  • Batdı, V. (2019). Meta - Tematik Analiz (Ed. Veli Batdı), Meta - Tematik Analiz Örnek Uygulamalar [Meta - Thematic Analysis Case Studies] (pp. 9-77). Anı Yayıncılık.
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması [Coronavirus (Covid-19) pandemic process and evaluations on education in the post-pandemic world: New normal and new education paradigm]. Journal of Open Education Applications and Research, 6(3), 112-142. https://dergipark.org.tr/en/pub/auad/issue/56247/773769
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a global crisis due to the CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  • Bozkurt, A., Hamutoğlu, N.B., Liman Kaban, A., Taşçı, G., & Aykul, M. (2021). Dijital bilgi çağı: Dijital toplum, dijital dönüşüm, dijital eğitim ve dijital yeterlilikler [Digital information age: Digital society, digital transformation, digital education and digital competencies]. Journal of Open Education Applications and Research, 7(2), 35-63. https://doi.org/10.51948/auad.911584
  • Byrne, B. (2013). Hidden contradictions and conditionality: Conceptualisations of inclusive education in international human rights law. Disability & Society, 28(2), 232–244. https://doi.org/10.1080/09687599.2012.699282
  • Chatzoglou, E., Fishstrom, S., Payne, S. B., Andress, T. T., & Vaughn, S. (2023). The footprint of the COVID-19 pandemic on reading performance of students in the US with and without disabilities. Research in Developmental Disabilities, 140, 104585. https://doi.org/10.1016/j.ridd.2023.104585
  • Colombo, M., & Santagati, M. (2022). Including students with disabilities: Challenges for Italian teachers during the Covid‐19 Pandemic. Social Inclusion, 10(2), 195-205. https://doi.org/10.17645/si.v10i2.5035
  • Coy, K., Marino, M. T., & Serianni, B. (2014). Using universal design for learning in synchronous online instruction. Journal of Special Education Technology, 29(1), 63-74. https://doi.org/10.1177/016264341402900105
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research Design] (Çev. S. B. Demir). Eğiten Kitap.
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  • Fortin, J. (2005). Children’s rights and the developing law, Cambridge University Press Francis, G. L., Lavin, C. E., Sanchez, J., Reed, A. S., & Mason, L. (2021). Inclusive education definitions and practices: Exploring perspectives of education professionals in Mexico City. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 58–67. https://doi.org/10.1111/jppi.12356
  • Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Educación Inclusiva, 10(1), 61-77. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num1/art2_eng.pdf
  • Frumos, L. (2020). Inclusive Education in Remote Instruction with Universal Design for Learning. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 138-142. https://doi.org/10.18662/rrem/12.2Sup1/299
  • Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. https://doi.org/10.1177/1525822X05279903
  • Jothinathan, T. M., Lim, C. X., & Wong, T. P. (2021). Primary school teachers’ implementation of inclusive education during emergency remote teaching in Malaysia: Findings from a small-scale study. Asia Pacific Journal of Educators and Education, 36(2), 233–256. https://doi.org/10.21315/apjee2021.36.2.12
  • Hardy, I., & Woodcock, S. (2014). Inclusive education policies: Discourses of difference, diversity, and deficit. International Journal of Inclusive Education, 19(2), 141–164. https://doi.org/10.1080/13603116.2014.908965
  • Haug, P. (2016). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
  • Harris, L., Dargusch, J., Ames, K., & Bloomfield, C. (2020). Catering for ‘Very Different Kids’: Distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1735543
  • Huang, R., Liu, D., Tlili, A., Lazor, M., Amelina, N., Varoglu, Z., Chang, T. W., Zhang, X., Jemni, M., Burgos, D., Othman, A., & Altinay, F. (2020). Guidance on Providing Open and Distance Learning for Students with Disabilities during School Closures: Enhancing Inclusive Learning under COVID-19. http://creativecommons.org/licenses/by-sa/3.0/igo/
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  • Kim, L. E., & Asbury, K. (2020). 'Like a Rug Had Been Pulled from under You': The Impact of COVID-19 on Teachers in England during the First Six Weeks of the UK Lockdown. Br. J. Educ. Psychol. 90, 1062–1083. https://doi.org/10.1111/bjep.12381
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
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Yıl 2023, Cilt: 13 Sayı: 3, 527 - 549, 31.12.2023

Emrah Bilgiç

https://doi.org/10.19126/suje.1353190

Öz

Kaynakça

  • Assembly, U. G. (1948). Universal declaration of human rights. UN General Assembly, 302(2), 14–25. Retrieved from: https://www.multiculturalaustralia.edu.au/doc/unhrights_1.pdf
  • Başar, A. Y., & Gündüz, Y. (2022). Covid-19 pandemi sürecinde özel gereksinimli öğrencilerin uzaktan eğitim yaşantılarına ilişkin öğretmenlerin ve ailelerin görüşlerinin incelenmesi [Investigation of the opinions of teachers and famılıes on the distance education experiences of students with special needs during the Covid-19 pandemic process]. Uluslararası Anadolu Sosyal Bilimler Dergisi, 6(2), 643-662. https://doi.org/10.47525/ulasbid.1074457
  • Batdı, V. (2019). Meta - Tematik Analiz (Ed. Veli Batdı), Meta - Tematik Analiz Örnek Uygulamalar [Meta - Thematic Analysis Case Studies] (pp. 9-77). Anı Yayıncılık.
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması [Coronavirus (Covid-19) pandemic process and evaluations on education in the post-pandemic world: New normal and new education paradigm]. Journal of Open Education Applications and Research, 6(3), 112-142. https://dergipark.org.tr/en/pub/auad/issue/56247/773769
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a global crisis due to the CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  • Bozkurt, A., Hamutoğlu, N.B., Liman Kaban, A., Taşçı, G., & Aykul, M. (2021). Dijital bilgi çağı: Dijital toplum, dijital dönüşüm, dijital eğitim ve dijital yeterlilikler [Digital information age: Digital society, digital transformation, digital education and digital competencies]. Journal of Open Education Applications and Research, 7(2), 35-63. https://doi.org/10.51948/auad.911584
  • Byrne, B. (2013). Hidden contradictions and conditionality: Conceptualisations of inclusive education in international human rights law. Disability & Society, 28(2), 232–244. https://doi.org/10.1080/09687599.2012.699282
  • Chatzoglou, E., Fishstrom, S., Payne, S. B., Andress, T. T., & Vaughn, S. (2023). The footprint of the COVID-19 pandemic on reading performance of students in the US with and without disabilities. Research in Developmental Disabilities, 140, 104585. https://doi.org/10.1016/j.ridd.2023.104585
  • Colombo, M., & Santagati, M. (2022). Including students with disabilities: Challenges for Italian teachers during the Covid‐19 Pandemic. Social Inclusion, 10(2), 195-205. https://doi.org/10.17645/si.v10i2.5035
  • Coy, K., Marino, M. T., & Serianni, B. (2014). Using universal design for learning in synchronous online instruction. Journal of Special Education Technology, 29(1), 63-74. https://doi.org/10.1177/016264341402900105
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research Design] (Çev. S. B. Demir). Eğiten Kitap.
  • Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education 23(2), 109–120. https://doi.org/10.1080/08856250801946236
  • Fortin, J. (2005). Children’s rights and the developing law, Cambridge University Press Francis, G. L., Lavin, C. E., Sanchez, J., Reed, A. S., & Mason, L. (2021). Inclusive education definitions and practices: Exploring perspectives of education professionals in Mexico City. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 58–67. https://doi.org/10.1111/jppi.12356
  • Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Educación Inclusiva, 10(1), 61-77. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num1/art2_eng.pdf
  • Frumos, L. (2020). Inclusive Education in Remote Instruction with Universal Design for Learning. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 138-142. https://doi.org/10.18662/rrem/12.2Sup1/299
  • Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. https://doi.org/10.1177/1525822X05279903
  • Jothinathan, T. M., Lim, C. X., & Wong, T. P. (2021). Primary school teachers’ implementation of inclusive education during emergency remote teaching in Malaysia: Findings from a small-scale study. Asia Pacific Journal of Educators and Education, 36(2), 233–256. https://doi.org/10.21315/apjee2021.36.2.12
  • Hardy, I., & Woodcock, S. (2014). Inclusive education policies: Discourses of difference, diversity, and deficit. International Journal of Inclusive Education, 19(2), 141–164. https://doi.org/10.1080/13603116.2014.908965
  • Haug, P. (2016). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
  • Harris, L., Dargusch, J., Ames, K., & Bloomfield, C. (2020). Catering for ‘Very Different Kids’: Distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1735543
  • Huang, R., Liu, D., Tlili, A., Lazor, M., Amelina, N., Varoglu, Z., Chang, T. W., Zhang, X., Jemni, M., Burgos, D., Othman, A., & Altinay, F. (2020). Guidance on Providing Open and Distance Learning for Students with Disabilities during School Closures: Enhancing Inclusive Learning under COVID-19. http://creativecommons.org/licenses/by-sa/3.0/igo/
  • İşman, A. (2011). Uzaktan eğitim [Distance education] (4. Baskı). Pegem Akademi.
  • Kırık, A. (2014). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu [Historical development of distance education and the situation in Turkey]. Marmara İletişim Dergisi, 21, 73-94. https://dergipark.org.tr/en/pub/maruid/issue/22159/238064
  • Kim, L. E., & Asbury, K. (2020). 'Like a Rug Had Been Pulled from under You': The Impact of COVID-19 on Teachers in England during the First Six Weeks of the UK Lockdown. Br. J. Educ. Psychol. 90, 1062–1083. https://doi.org/10.1111/bjep.12381
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
  • Letzel-Alt, V., Pozas, M., Schwab, S., Schneider, C., Lindner, K.-T., Dias P., & Cadime, I. (2022). Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers. Front. Educ. 7:969737. https://doi.org/10.3389/feduc.2022.969737
  • Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
  • Mengi̇, A., & Alpdoğan, Y. (2020). Covid-19 salgını sürecinde özel eğitim öğrencilerinin uzaktan eğitim süreçlerine ilişkin öğretmen görüşlerinin incelenmesi [Examining teachers' views on distance education processes of special education students during the Covid-19 pandemic]. Journal of National Education, 49(1), 413-437. https://doi.org/10.37669/milliegitim.776226
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi: Genişletilmiş bir kaynak kitap [Qualitative data analysis: An expanded sourcebook]. S. Akbaba-Altun ve A. Ersoy (Çev. Ed). Pegem Akademi
  • Milli Eğitim Bakanlığı [Ministry of National Education], (2020). Millî eğitim bakanlığı özel eğitim hizmetleri yönetmeliği [Ministry of National Education Regulation on Special Education Services], https://orgm.meb.gov.tr/meb_iys_dosyalar/2020_06/24163215_ozel_eYitim_yonetmeliYi_son_hali.pdf (Accessed on 15 May 2022).
  • Morse, J. (1994). Designing funded qualitative research. In Handbook for qualitative research, ed. N. Denzin and Y. Lincoln, 220–35. Thousand Oaks, CA: Sage. (1995). The significance of saturation. Qualitative Health Research, pp. 5, 147–49. https://psycnet.apa.org/record/1994-98625-012
  • Mseleku, Z. (2020). A literature review of e-learning and e-teaching in the era of the Covid-19 pandemic. International Journal of Innovative Science and Research Technology, 5(10), 588–597. https://www.ijisrt.com/assets/upload/files/IJISRT20OCT430.pdf
  • Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion: online special education in Italy during the Covid-19 pandemic. Technology, pedagogy and education, 30(1), 111-124. https://doi.org/10.1080/1475939X.2020.1856714
  • Peters, S. J. (2007). “Education for all?” A historical analysis of international inclusive education policy and individuals with disabilities. Journal of disability policy studies, 18(2), 98–108. https://doi.org/10.1177/10442073070180020601
  • Pihlainen, K., Turunen, S., Melasalmi, A., & Koskela, T. (2023). Parents’ competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown. European Journal of Special Needs Education, 38(5), 704-716. https://doi.org/10.1080/08856257.2022.2159280
  • Porter, S. G., Greene, K., & Esposito, M. K. (2021). Access and inclusion of students with disabilities in virtual learning environments: Implications for post-pandemic teaching. International Journal of Multicultural Education, 23(3), 43–61. https://doi.org/10.18251/ijme.v23i3.3011
  • Quezada, R. L., C. Talbot, and Quezada-Parker, K. B. 2020. From bricks and mortar to remote teaching: A teacher education program ‘s response to COVID-19. Journal of Education for Teaching, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184
  • Rubin, A., & Babbie, E. R. (2016). Empowerment Series: Research Methods for Social Work. Cengage Learning. https://doi.org/10.1080/08856257.2022.2159280
  • Sani-Bozkurt, S., Bozkuş-Genç, G., Vuran, S., Yıldız, G., Çelik, S., Diken, İ. H., Uysal, Ç., Gürgür, H., Kalaycı, G. Ö., Diken, Ö., Ateşgöz, N. N., İçyüz, R., Doğan, M., Şafak, P., & Demiryürek, P. (2022). COVID-19 salgınında Türkiye’deki özel gereksinimi olan öğrenciler ve ailelerine yönelik uzaktan özel eğitim uygulamalarına ilişkin uzman bakış açısı [Expert perspectives on distance special education interventions for students with special needs and their families in turkey during the COVID-19 pandemic]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 133-164. https://doi.org/10.21565/ozelegitimdergisi.786118
  • Schleicher, A. (2018). Valuing our Teachers and Raising their Status: How Communities Can Help, International Summit on the Teaching Profession, OECD Publishing. http://dx.doi.org/10.1787/9789264292697-en
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  • Slootman, M., Altes, T. K., Domagała-Zyśk, E., & Nielandt, B. (2023). E-Inclusion. Towards Inclusive Digital Learning. In Erasmus Scientific Days 2022 (ESD, 2022) (pp. 103–116). Atlantis Press. https://doi.org/10.2991/978-2-38476-036-7_10
  • Srivastava, M., de Boer, A., & Pijl, S. J. (2015). Inclusive education in developing countries: A closer look at its implementation in the last 10 years. Educational Review, 67(2), 179–195. https://doi.org/10.1080/00131911.2013.847061
  • Starks, A. (2022). Serving students with disabilities in K-12 online learning: daily practices of special educators during the COVID-19 pandemic. Distance Education, 43(4), 596–620. https://doi.org/10.1080/01587919.2022.2144138
  • Toquero, C. M. D. (2021). ‘Sana all’inclusive education amid COVID-19: Challenges, strategies, and prospects of special education teachers. International and Multidisciplinary Journal of Social Sciences, 10(1), 30-51. http://doi.org/10.17583/rimcis.2021.6316
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  • United Nations International Children's Emergency Fund [UNICEF] (2020). UNICEF and Microsoft launch global learning platform to help address COVID-19 education crisis. UNICEF. https://www.unicef.org/press-releases/unicef-and-microsoft-launch-global-learning-platform-help-address-covid-19-education
  • Woltran, F., Chan, R., Lindner, K. T., & Schwab, S. (2021). Austrian elementary school teachers’ perception of professional challenges during emergency distance teaching due to COVID-19. In Frontiers in Education (Vol. 6, p. 759541). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.759541
  • Yamamoto, T. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (Online) eğitimin önlenemeyen yükselişi [The coronavirus and the rising of online education]. Journal of University Studies, 3(1), 25-34. https://doi.org/10.32329/uad.711110
  • Yamamoto, T. G., & Altun, D. (2023). Türkiye'de deprem sonrası çevrimiçi öğrenmenin vazgeçilmezliği [The Indispensability of Online Learning After Earthquake in Turkey]. Üniversite Araştırmaları Dergisi, 6(2), 125-136. https://dergipark.org.tr/en/pub/uad/issue/76472/1268747
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (10. baskı). Seçkin Yayıncılık.
  • Yong, K., Zaid, N. M., Wahid, N. A., Ashari, Z. M., Suhairom, N., & Said, M. M. (2021). Challenges in emergency remote teaching among Malaysian public elementary school teachers. International Journal of Emerging Technologies in Learning (IJET), 16(24), 74-90. https://doi.org/10.3991/ijet.v16i24.27453
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sınıf Eğitimi, Zihinsel Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Emrah Bilgiç 0000-0002-6186-6786

Erken Görünüm Tarihi 28 Aralık 2023
Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 3

Kaynak Göster

APA Bilgiç, E. (2023). Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers. Sakarya University Journal of Education, 13(3), 527-549. https://doi.org/10.19126/suje.1353190
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