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BEST PRACTICES FOR INCLUDING DISABILITY STUDIES IN EFL TEACHER EDUCATION PROGRAMS

Yıl 2023, Cilt: 3 Sayı: 2, 118 - 130, 26.12.2023

Öz

Social justice can be accomplished if all individuals are treated equally without any discrimination based on their identities. Identity can be composed of several components such as age, race, gender, and nationality. Understanding disability-related issues, including the nature of disabilities and the challenges faced by individuals with disabilities in their daily lives, is crucial for societal development. Although there has been some acknowledgment of the importance of integrating disability studies into educational frameworks, there is still a need for more robust and effective implementation strategies. This paper argues that the inclusion of disability studies should not be confined to special education alone but should be an integral part of curricula across all educational domains. Particularly in the field of English language teaching, incorporating disability studies can be a significant step towards fostering social justice. The effective integration of disability-related issues into the English teaching curriculum necessitates their inclusion in English language teacher education programs. This approach is pivotal for equipping teachers with the necessary knowledge and skills to promote inclusive practices, with a focus on individuals with disabilities. Drawing on existing literature, this study proposes specific practices for the inclusion of disability studies in English language teacher education programs, with a particular emphasis on Türkiye. These practices aim to empower educators in fostering an inclusive and equitable learning environment, thereby advancing the cause of social justice through education.

Kaynakça

  • Ali, A. D. (2018). Identifying training needs of in-Service EFL teachers in inclusive schools in Egypt. Arab World English Journal (AWEJ), 9(1), 163-183. https://dx.doi.org/10.24093/awej/vol9no1.12
  • Arslan, S. (2021). Challenging ableism in EFL and ESL classrooms: Suggestions for Teachers. Journal of Academic Studies in World Languages, Literatures and Translation, [online] 2(2), pp.127–138. Retrieved from https://dergipark.org.tr/en/pub/wollt/issue/67577/1025229 [Accessed 11 June 2022]. Ashby, C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Research & Practice for Persons with Severe Disabilities, 37(2), 89-99. Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2019). The ABCs of inclusive English teacher education: A quantitative and qualitative study examining the attitudes, beliefs and (reflective) competence of pre-service foreign language teachers. The Electronic Journal for English as a Second Language, 22(4), 1-18.
  • Chan, C., & Lo, M. (2016). Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms. International Journal of Inclusive Education, 21(7), 714-729. https://doi.org/10.1080/13603116.2016.1252798
  • Clark, J. (2006). Social justice, education and schooling: Some philosophical issues. British Journal of Educational Studies, 54(3), 272-287.
  • Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377.
  • Connor, D. J., Valle, J. W., & Hale, C. (2015). Introduction: A brief account of how disability studies in education evolved. In D. J. Connor, J. W. Valle, & C. Hale (Eds.), Practicing Disability Studies in Education: Acting Toward Social Change. Peter Lang Publishing.
  • Cosier, M., & Pearson, H. (2016). Can we talk? The underdeveloped dialogue between teacher education and disability studies. Sage Open, 1-10. https://doi.org/10.1177/2158244015626766
  • Council of Higher Education. (CoHE). (2018). EFL teacher education program. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf [Accessed 15 May 2023].
  • Francis, B., Mills, M., & Lupton, R. (2017). Towards social justice in education: Contradictions and dilemmas. Journal of Education Policy, 32(4), 414-431.
  • Gilham, C. M., & Tompkins, J. (2016). Inclusion reconceptualized: Pre-service teacher education and disability studies in education. Canadian Journal of Education, 39(4), 1-25.
  • Griffin, P., Peters, M. L., & Smith, R. M. (2007). Ableism curriculum design. In M. Adams, L.A. Bell, & P. Griffin (Eds.), Teaching for Diversity and Social Justice. Routledge.
  • Karagiannidis, C., Kouroupetroglou, C., & Koumpis, A. (2020). Special needs at different educational levels: A forecast of 2020. International Journal of Emerging Technologies in Learning (iJET), 7(4), 4–19. https://doi.org/10.3991/ijet.v7i4.2168
  • Keefe, E. S. (2022). From detractive to democratic: The duty of teacher education to disrupt structural ableism and reimagine disability. Teachers College Record, 124(3), 115-147. https://doi.org/1.o0r.g1/107.711/0717/601461648618212121008866994
  • Lalvani, P., & Bacon, J. K. (2019). Rethinking “We Are All Special”: Anti-ableism curricula in early childhood classrooms. Young Exceptional Children, 22(2), 87-100.
  • McKinney, C. (2016). Cripping the classroom: Disability as a teaching method in the humanities. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 25(2), 114-127. https://doi.org/10.5325/trajincschped.25.2.0114
  • Ministry of Family and Social Services of the Republic of Türkiye. (2022). Statistical bulten for the disabled and aged. Retrieved from https://www.aile.gov.tr/media/98625/eyhgm_istatistik_bulteni_ocak_2022.pdf [Accessed 25 May 2023].
  • Ministry of National Education. (MoNE). (2021). National education statistics: Formal education 2021/’22. Retrieved from https://sgb.meb.gov.tr/meb_iys_dosyalar/2022_09/15142558_meb_istatistikleri_orgun_egitim_2021_2022.pdf [Accessed 25 May 2023].
  • Oxford Learners’ Dictionaries. (2022). social-justice noun [online] Available at: https://www.oxfordlearnersdictionaries.com/definition/english/social-justice?q=social+justice [Accessed 30 May 2022].
  • Sakız, H., & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21-35. http://dx.doi.org/10.1080/13603116.2014.902122
  • Sowell, J. (2023). Making learning inclusive in digital learning environments. English Teaching Forum, 61(1), 1-13.
  • Sowell, J., & Sugisaki, L. (2021). Accommodating learning disabilities in the English language classroom. English Teaching Forum, 59(1), 2-11.
  • Tschanz, C. (2018). Theorising disability care (non-)personalisation in European countries: Comparing personal assistance schemes in Switzerland, Germany, Sweden, and the United Kingdom. Social Inclusion, 6(2), 22. https://doi.org/10.17645/si.v6i2.1318
  • Turkish Legal Gazette. (2006). Regulation for special education services. Retrieved from https://www.resmigazete.gov.tr/eskiler/2006/05/20060531-2.htm#:~:text=%C4%9F)%20Kayna%C5%9Ft%C4%B1rma%20yoluyla%20e%C4%9Fitimlerine%20devam,20%20%C3%B6%C4%9Frenciyi%20ge%C3%A7meyecek%20%C5%9Fekilde%20d%C3%BCzenlenir [Accessed 20 May 2022].

BEST PRACTICES FOR INCLUDING DISABILITY STUDIES IN EFL TEACHER EDUCATION PROGRAMS

Yıl 2023, Cilt: 3 Sayı: 2, 118 - 130, 26.12.2023

Öz

Sosyal adalet, tüm bireylerin kimliklerinden kaynaklanan herhangi bir ayrımcılığa maruz kalmadan eşit muamele görmesiyle sağlanabilir. Kimlik, yaş, ırk, cinsiyet ve milliyet gibi çeşitli unsurlardan oluşmaktadır. Engelliliğin doğası ve engelli bireylerin karşılaştığı zorluklar gibi engellilikle ilgili konuların anlaşılması, sosyal gelişim için son derece önemlidir. Engellilik konularının eğitime dahil edilmesinin önemi bir nebze kabul edilse de bu konuyla ilgili hala etkili uygulama stratejilerine ihtiyaç duyulmaktadır. Bu makale, engellilik çalışmalarının sadece özel eğitim alanıyla sınırlı kalmaması, tüm öğretim alanlarının müfredatına dahil edilmesi gerektiğini vurgulamaktadır. Özellikle de İngilizcenin öğretimi alanında engellilik çalışmalarının dahil edilmesi sosyal adaletin yaygınlaştırılması bakımından önemli bir adım olabilir. Engellilikle ilgili konuların İngilizce dersi müfredatına etkin bir şekilde dahil edilmesi, bu konuların İngilizce öğretmen yetiştirme programlarının müfredatına konmasını da zorunlu hale getirmektedir. Bu yaklaşım, engelli bireyleri odak noktası yaparak, öğretmenleri kapsayıcı uygulamaları teşvik etmek için gereken bilgi ve becerilerle donatma noktasında önem arz etmektedir. Mevcut alanyazına dayanarak, bu çalışma, özellikle Türkiye’de olmak üzere, İngilizce öğretmeni yetiştirme programlarına engellilik çalışmalarının dahil edilmesi için uygulamalar önermektedir. Bu uygulamalar, eğitimcilerin daha kapsayıcı ve adil bir öğrenme ortamı oluşturmalarını sağlayarak, sosyal adaletin gelişimine katkı sağlamayı amaçlamaktadır.

Kaynakça

  • Ali, A. D. (2018). Identifying training needs of in-Service EFL teachers in inclusive schools in Egypt. Arab World English Journal (AWEJ), 9(1), 163-183. https://dx.doi.org/10.24093/awej/vol9no1.12
  • Arslan, S. (2021). Challenging ableism in EFL and ESL classrooms: Suggestions for Teachers. Journal of Academic Studies in World Languages, Literatures and Translation, [online] 2(2), pp.127–138. Retrieved from https://dergipark.org.tr/en/pub/wollt/issue/67577/1025229 [Accessed 11 June 2022]. Ashby, C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Research & Practice for Persons with Severe Disabilities, 37(2), 89-99. Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2019). The ABCs of inclusive English teacher education: A quantitative and qualitative study examining the attitudes, beliefs and (reflective) competence of pre-service foreign language teachers. The Electronic Journal for English as a Second Language, 22(4), 1-18.
  • Chan, C., & Lo, M. (2016). Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms. International Journal of Inclusive Education, 21(7), 714-729. https://doi.org/10.1080/13603116.2016.1252798
  • Clark, J. (2006). Social justice, education and schooling: Some philosophical issues. British Journal of Educational Studies, 54(3), 272-287.
  • Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377.
  • Connor, D. J., Valle, J. W., & Hale, C. (2015). Introduction: A brief account of how disability studies in education evolved. In D. J. Connor, J. W. Valle, & C. Hale (Eds.), Practicing Disability Studies in Education: Acting Toward Social Change. Peter Lang Publishing.
  • Cosier, M., & Pearson, H. (2016). Can we talk? The underdeveloped dialogue between teacher education and disability studies. Sage Open, 1-10. https://doi.org/10.1177/2158244015626766
  • Council of Higher Education. (CoHE). (2018). EFL teacher education program. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf [Accessed 15 May 2023].
  • Francis, B., Mills, M., & Lupton, R. (2017). Towards social justice in education: Contradictions and dilemmas. Journal of Education Policy, 32(4), 414-431.
  • Gilham, C. M., & Tompkins, J. (2016). Inclusion reconceptualized: Pre-service teacher education and disability studies in education. Canadian Journal of Education, 39(4), 1-25.
  • Griffin, P., Peters, M. L., & Smith, R. M. (2007). Ableism curriculum design. In M. Adams, L.A. Bell, & P. Griffin (Eds.), Teaching for Diversity and Social Justice. Routledge.
  • Karagiannidis, C., Kouroupetroglou, C., & Koumpis, A. (2020). Special needs at different educational levels: A forecast of 2020. International Journal of Emerging Technologies in Learning (iJET), 7(4), 4–19. https://doi.org/10.3991/ijet.v7i4.2168
  • Keefe, E. S. (2022). From detractive to democratic: The duty of teacher education to disrupt structural ableism and reimagine disability. Teachers College Record, 124(3), 115-147. https://doi.org/1.o0r.g1/107.711/0717/601461648618212121008866994
  • Lalvani, P., & Bacon, J. K. (2019). Rethinking “We Are All Special”: Anti-ableism curricula in early childhood classrooms. Young Exceptional Children, 22(2), 87-100.
  • McKinney, C. (2016). Cripping the classroom: Disability as a teaching method in the humanities. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 25(2), 114-127. https://doi.org/10.5325/trajincschped.25.2.0114
  • Ministry of Family and Social Services of the Republic of Türkiye. (2022). Statistical bulten for the disabled and aged. Retrieved from https://www.aile.gov.tr/media/98625/eyhgm_istatistik_bulteni_ocak_2022.pdf [Accessed 25 May 2023].
  • Ministry of National Education. (MoNE). (2021). National education statistics: Formal education 2021/’22. Retrieved from https://sgb.meb.gov.tr/meb_iys_dosyalar/2022_09/15142558_meb_istatistikleri_orgun_egitim_2021_2022.pdf [Accessed 25 May 2023].
  • Oxford Learners’ Dictionaries. (2022). social-justice noun [online] Available at: https://www.oxfordlearnersdictionaries.com/definition/english/social-justice?q=social+justice [Accessed 30 May 2022].
  • Sakız, H., & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21-35. http://dx.doi.org/10.1080/13603116.2014.902122
  • Sowell, J. (2023). Making learning inclusive in digital learning environments. English Teaching Forum, 61(1), 1-13.
  • Sowell, J., & Sugisaki, L. (2021). Accommodating learning disabilities in the English language classroom. English Teaching Forum, 59(1), 2-11.
  • Tschanz, C. (2018). Theorising disability care (non-)personalisation in European countries: Comparing personal assistance schemes in Switzerland, Germany, Sweden, and the United Kingdom. Social Inclusion, 6(2), 22. https://doi.org/10.17645/si.v6i2.1318
  • Turkish Legal Gazette. (2006). Regulation for special education services. Retrieved from https://www.resmigazete.gov.tr/eskiler/2006/05/20060531-2.htm#:~:text=%C4%9F)%20Kayna%C5%9Ft%C4%B1rma%20yoluyla%20e%C4%9Fitimlerine%20devam,20%20%C3%B6%C4%9Frenciyi%20ge%C3%A7meyecek%20%C5%9Fekilde%20d%C3%BCzenlenir [Accessed 20 May 2022].
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İngiliz ve İrlanda Dili, Edebiyatı ve Kültürü, Dünya Dilleri, Edebiyatı ve Kültürü (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Sezen Arslan 0000-0002-5784-5704

Erken Görünüm Tarihi 27 Aralık 2023
Yayımlanma Tarihi 26 Aralık 2023
Gönderilme Tarihi 18 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 3 Sayı: 2

Kaynak Göster

APA Arslan, S. (2023). BEST PRACTICES FOR INCLUDING DISABILITY STUDIES IN EFL TEACHER EDUCATION PROGRAMS. World Language Studies, 3(2), 118-130.