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Okul Öncesi Kaynaştırma Sınıflarındaki Öğretmenlerin, Özel Gereksinimli ve Risk Grubu Çocukların Sınıf İçi Davranışlarının İncelenmesi

Year 2016, Volume: 17 Issue: 02, 141 - 162, 05.08.2016
https://doi.org/10.21565/ozelegitimdergisi.246292

Abstract



Okul
öncesinde kaynaştırma uygulamaları, birçok uzman ve öğretmen tarafından özel
gereksinimli (ÖG) çocuklar için en iyi uygulamalar olarak görülmektedir. Ancak
okul öncesi sınıflarda çalışan öğretmenler ve sınıflarındaki ÖG çocukların
davranışlarının gözlemlendiği araştırmalar sınırlı sayıdadır.
Bu nedenle araştırmanın amacı,
sınıfında ÖG ve öğretmen görüşlerine göre risk grubu (RG) olduğu düşünülen
çocuk olan okul öncesi öğretmenlerinin ve bu çocukların sınıf içi
davranışlarının incelenmesidir. Betimsel bir araştırma olan bu çalışmada,
Ankara’da bağımsız bir anaokulunda çalışan on yedi okul öncesi öğretmeni ile
sınıflarındaki ÖG ya da RG çocukların davranışları, masa başı etkinlikler (MBE)
ve serbest zaman etkinliklerinde (SZE) yarımşar saat kamera ile kaydedilmiştir.
Video kayıtları, geliştirilen gözlem kayıt formları ile izlenmiş; böylece
öğretmen ve ÖG ya da RG çocuk davranışları değerlendirilmiştir. Gözlem
sonuçları, öğretmenlerin MBE ve SZE’de ÖG ya da RG çocukla benzer şekilde
etkileşim kurduğunu, her iki etkinlikte de ÖG ya da RG çocuğa yönelik benzer
sayıda olumlu davranış sergilediğini, olumsuz davranışlarının çok az olduğunu
göstermiştir. ÖG ya da RG çocuklar ise akranlarıyla SZE’de MBE’ye oranla daha
çok etkileşim kurmuşlar, SZE’de akranları ve öğretmenleriyle olumlu
etkileşimlerinin sıklığı MBE’ye göre biraz daha fazla olmuştur. Her iki
etkinlikte de akranları ve öğretmenlerine yönelik olumsuz etkileşim
sıklıklarının da benzer olduğu görülmüştür. Ayrıca hem MBE hem de SZE için
problem davranışlarının oranı benzer bulunmuş, çocukların MBE’nin yarısına
yakınında verilen görev üzerinde çalıştıkları belirlenmiştir. Bulgular ilgili
alanyazın çerçevesinde tartışılmıştır.




References

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Year 2016, Volume: 17 Issue: 02, 141 - 162, 05.08.2016
https://doi.org/10.21565/ozelegitimdergisi.246292

Abstract

References

  • davranışlarını inceleyen araştırmaların artması bu davranışları yordayan değişkenlerin belirlenerek öğretmen ve
  • çocuklar için geliştirilecek olan müdahale programlarının içeriklerinin oluşturulmasına temel oluşturabilecektir.
  • Akalın, S. (2007). İlköğretim birinci kademedeki sınıf öğretmenleri ile kaynaştırma öğrencisi olan ve olmayan öğrencilerin sınıf içi davranışlarının incelenmesi (Yayınlanmamış yüksek lisans tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara, Türkiye. http://tez.yok.gov.tr/UlusalTezMerkezi adresinden elde edilmiştir. (Tez No. 234603)
  • Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H., & İşcen, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 54, 39-60.
  • Alberto, P. A., & Troutman, A. C. (2010). Applied behavior analysis for teachers (9th ed.). Columbus: Ohio Merrill.
  • Allen, K. E., & Cowdery, G. E. (2015). The exceptional child. Inclusion in early childhood education (8th ed.). Belmont, CA: Delmar Cengage Learning.
  • Anderson, K. M. (2007). Differentiating instruction to include all students. Preventing School Failure, 51(3), 49- 54.
  • Arnold, D. H., McWilliams, L., & Arnold, E. H. (1998). Teacher discipline and child misbehavior in day care: Untangling causality with correlational data. Developmental Psychology, 34(2), 276-287.
  • Aykır, T., & Çifci-Tekinarslan, İ. (2012). Okul öncesi dönemdeki zihinsel yetersizliği olan ve olmayan çocukların sosyal becerileri ve problem davranışlarının karşılaştırılması. Kastamonu Eğitim Dergisi, 20(2), 627-648.
  • Baker, B. L., Blacher, J., Crnic, K. A., & Edelbrock, C. (2002). Behavior problems and parenting stress in families of three-year-old children with and without developmental delays. American Journal on Mental Retardation, 107(6), 433-444.
  • Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934-946.
  • Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2011). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60-79.
  • Bronson, B., Hauser-Cram, P., & Erickson-Warfield, M. (1995). Classroom behaviors of preschool children with and without developmental disabilities. Journal of Applied Developmental Psychology, 16, 371-390.
  • Bruns, D. A., & Mogharreban, C. C. (2007). The gap between beliefs and practices: Early childhood practitioners' perceptions about inclusion. Journal of Research in Childhood Education, 21(3), 229-241.
  • Buell, M. J., Hallam, R., Gamel-McCormick, M., & Scheer, S. (1999). A survey of general and special education teachers’ perceptions and in-service needs concerning inclusion. International Journal of Disability, Development and Education, 46(2), 143-156.
  • Carta, J. J., Greenwood, C. R., & Atwater, J. B. (1985). ESCAPE: Eco-behavioral system for complex assessments of preschool environments. Unpublished manual. Kansas City: University of Kansas, Bureau of Child Research, Juniper Gardens Children’s Project.
  • Casey, A. M., & McWilliam, R. A. (2008). Graphical feedback to increase teachers' use of incidental teaching. Journal of Early Intervention, 30(3), 251-268.
  • Chang, Y. C., Shih, W., & Kasari, C. (2016). Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? Autism, 20(1), 65-74.
  • Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693-710.
  • Conroy, M. A., & Brown, W. H. (2004). Early identification, prevention, and early intervention with young children at risk for emotional or behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224-236. Retrieved from http://www.jstor.org/stable/23889471
  • Cotton, K. (1988). Monitoring student learning in the classroom. Northwest Regional Educational Laboratory. Retrieved from http://educationnorthwest.org/sites/default/files/monitoring-student-learning.pdf
  • Craig-Unkefer, L. A., & Kaiser, A. P. (2002). Improving the social communication skills of at-risk preschool children in a play context. Topics in Early Childhood Education, 22(1), 3-13.
  • Crane-Mitchell, L., & Hedge, A.V. (2007). Belief and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28(4), 353-366.
  • Çifci, İ., Yıkmış, A., & Akbaba-Altun, S. (2001). Kaynaştırma sınıflarında çalışan öğretmenlerin kaynaştırılmış öğrencilere yönelik pekiştireç kullanma durumlarının belirlenmesi. XI. Ulusal Özel Eğitim Kongresi serbest bildiri. Konya: Eğitim Kitapevi Yayınları, 217-229.
  • Dias, P. C., & Cadime, I. (2016). Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool. European Journal of Special Needs Education, 31(1), 111-123.
  • Eiserman, W. D., Shisler, L., & Healey, S. (1995). A community assessment of preschool providers' attitudes toward inclusion. Journal of Early Intervention, 19(2), 149-167.
  • Erbaş, D., Kırcaali-İftar, G., & Tekin-İftar, E. (2004). İşlevsel değerlendirme. Davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma süreci. Ankara: Kök Yayıncılık.
  • File, N., & Kontos, S. (1992). Indirect service delivery through consultation: Review and implications for early intervention. Journal of Early Intervention, 16(3), 221-233.
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There are 80 citations in total.

Details

Journal Section Articles
Authors

Şeyda Demir

Publication Date August 5, 2016
Published in Issue Year 2016 Volume: 17 Issue: 02

Cite

APA Demir, Ş. (2016). Okul Öncesi Kaynaştırma Sınıflarındaki Öğretmenlerin, Özel Gereksinimli ve Risk Grubu Çocukların Sınıf İçi Davranışlarının İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(02), 141-162. https://doi.org/10.21565/ozelegitimdergisi.246292

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