Research Article
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KIRSAL BÖLGEDEKİ BİR OKULUN OTİZM SPEKTRUM BOZUKLUĞU TANILI ÖĞRENCİLER İÇİN HAZIRBULUNUŞLUĞU

Year 2021, Volume: 11 Issue: 1, 34 - 54, 20.01.2021
https://doi.org/10.24315/tred.643869

Abstract

Otizm spektrum bozukluğu (OSB) tanılı öğrenciler,
kaynaştırma eğitimi kapsamında genel okullarda eğitime katılabilmektedir. Bu
nedenle, OSB’li öğrencilerin bu genel okullara kayıt olması halinde,  bu okulların bu öğrenciler için hazır olması
gerekmektedir. Bu hazırbulunurluk için, öncelikle öğretmenler, okul müdürleri
ve okulun fiziki koşulları ve kaynakları öğrencilere hazır olmalıdır. Bu
noktada, her bölgedeki okul hazırbulunurluğu ile ilgili benzer ifadeler
kullanmanın doğru olmayacağı vurgulanmalıdır. Bu nedenle, bu çalışmanın amacı
OSB tanılı öğrencilerin kaynaştırma eğitimine dâhil edilebilecekleri kırsal bir
okulun hazırbulunurluğunu araştırmaktır. Bu amaca ulaşmak için, araştırma
kapsamında örnek olay çalışması yaklaşımı kullanılmıştır. Veriler, Türkiye’de
orta düzeyde sosyo-ekonomik seviyeye sahip ve orta ölçekli kentlerden biri olan
bir şehirdeki kırsal bir okulunda toplanmıştır. Araştırmaya okuldaki 9 öğretmen
(tüm öğretmenler) ve okul müdürü katılmıştır. Bu katılımcılarla yarı
yapılandırılmış mülakat yapılmıştır. Ayrıca okulda, fiziki koşulları ve
kaynakları hakkında veri toplamak için yarı yapılandırılmış gözlem yapılmıştır.
Verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Sonuçlar okul
hazırbulunurluğunun yetersiz olduğunu göstermektedir. Katılımcıların daha fazla
eğitime ihtiyaç duyduğu ve okul çevresinin otizm dostu olmadığı sonucuna
ulaşılmıştır. Hatta veriler okula OSB’li bir öğrenci gelse bile, okul
hazırbulunurluğunu geliştirmeye yönelik bir değişikliğe gidilmeyeceğini
göstermektedir.

References

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  • American University (2019). What Makes Professional Development for Teachers Effective?. Erişim tarihi 03 Mayıs 2019, https://soeonline.american.edu/blog/what-makes-professional-development-for-teachers-effective
  • Beaver, C. (2006), Designing environments for children and adults with ASD, 2nd World Autism Congress and Exhibition. Cape Town.
  • Cherry, C. P. (2017). Creating Successful Learning Environments for Children on the Spectrum. Erişim tarihi 11 Mart 2019, https://ibcces.org/blog/2014/05/12/creating-successful-learning-environments-children-spectrum/
  • Comhairle nan Eilean Siar (2016). Autism Spectrum Disorder Friendly School Guidelines 2016. Erişim tarihi 03 Temmuz 2018, https://www.cne-siar.gov.uk/media/9180/asd-friendly-schools-comhairle-nan-eilean-siar-2016.pdf
  • Creswell, J. W. (2002). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC medical research methodology, 11(1), 100.
  • Crowe, B. H., & Salt, A. T. (2014). Autism: the management and support of children and young people on the autism spectrum (NICE Clinical Guideline 170). Archives of disease in childhood-Education & practice edition, 100(1), 20-23.
  • Çapuk, S., & Ünsal, M. (2017). Köy Okullarında Görev Yapan Sınıf Öğretmenlerinin Mesleki Gelişimlerini Etkileyen Faktörler. Electronic Turkish Studies, 12(25).
  • Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20(03), 775-803.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri(Geliştirilmiş 2. Baskı). Anı Yayıncılık: Ankara.
  • Edutopia (2008). Why Is Teacher Development Important?: Because Students Deserve the Best. Erişim tarihi 03 Temmuz 2018, https://www.edutopia.org/teacher-development-introduction
  • Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2017). Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of elementary education, 1(3), 155-169.
  • Francis, K. (2005). Autism interventions: a critical update. Developmental Medicine & Child Neurology, 47(7), 493-499.
  • Hume, K., Bellini, S., & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special Education, 25(4), 195.
  • Inclusion BC (2014). A Parent’s Handbook on Inclusive Education (5th Ed.). Erişim tarihi 03 Mayıs 2019, https://inclusionbc.org/wp-content/uploads/2018/09/ParentManualInclusiveEducation_2014.pdf
  • Jarrett, C. (2014). Autism-Myth and reality. Psychologist, 27(10), 746-749.
  • Kumar, S. & Shah, N. (2018). False information on web and social media: A survey. Erişim tarihi 11 Eylül 2019, https://arxiv.org/pdf/1804.08559.pdf
  • Marsh, A., Spagnol, V., Grove, R., & Eapen, V. (2017). Transition to school for children with autism spectrum disorder: A systematic review. World journal of psychiatry, 7(3), 184.
  • Mastropieri, M. A., & Scruggs, T. E. (2010). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Merrill.
  • Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York, NY: Springer Science + Business Media.
  • Milli Eğitim Bakanlığı (2018). Özel eğitim hizmetleri yönetmeliği. Erişim tarihi 08 Haziran 2019, http://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
  • Munday, S. (2016). A framework of core content for initial teacher training (ITT). London: Department for Education.
  • National Autistic Society (2016). Visual supports. Erişim tarihi 08 Haziran 2019, http://www.autism.org.uk/visualsupports
  • National Autistic Society (2017). Teaching young children on the autism spectrum. Erişim tarihi 08 Haziran 2019, https://www.autism.org.uk/professionals/teachers/teaching-young-children.aspx
  • National Autistic Society (2018a). What are the causes and is there a 'cure'?. Erişim tarihi 08 Haziran 2019, https://www.autism.org.uk/about/what-is/causes.aspx
  • National Autistic Society (2018b). Environment and surroundings. Erişim tarihi 08 Haziran 2019, https://www.autism.org.uk/about/family-life/in-the-home/environment.aspx##create
  • OECD (2009). The Professional Development of Teachers. Erişim tarihi 11 Mart 2019, https://www.oecd.org/berlin/43541636.pdf
  • Ontario (2007). Effective Educational Practices For Students With Autism Spectrum Disorders. Erişim tarihi 03 Temmuz 2019, http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismspecdis.pdf
  • Paul, R. (2008). Interventions to improve communication in autism. Child and adolescent psychiatric clinics of North America, 17(4), 835-856.
  • Peat, M. (2017). Designing schools for autistic pupils. Erişim tarihi 11 Mart 2019, https://network.autism.org.uk/knowledge/insight-opinion/designing-schools-autistic-pupils
  • Quintero, N., & McIntyre, L. L. (2011). Kindergarten transition preparation: A comparison of teacher and parent practices for children with autism and other developmental disabilities. Early Childhood Education Journal, 38(6), 411-420.
  • Rao, S. M., & Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism. Teaching Exceptional Children, 38(6), 26-33.
  • Research Autism (2017a). TEACCH and Autism. Erişim tarihi 11 Mart 2019, http://www.researchautism.net/interventions/21/teacch-and-autism
  • Research Autism (2017b). Common Issues and Challenges facing Children on the Autism Spectrum. Erişim tarihi 11 Mart 2019, http://www.researchautism.net/autism/children-and-young-people-on-the-autism-spectrum/challenges-facing-children-on-the-autism-spectrum?a_col=whiteblue
  • Research Autism (2017c). Types of Autism Interventions, Treatments and Therapies. Erişim tarihi 08 Haziran 2019, http://www.researchautism.net/autism-interventions/types
  • Research Autism (2019). School-Based, Educational Interventions and Autism. Erişim tarihi 11 Mart 2019, http://www.researchautism.net/autism-interventions/types/educational-interventions/school-based-interventions
  • Seferoğlu, S. S. (2001). Sınıf öğretmenlerinin kendi mesleki gelişimleriyle ilgili görüşleri, beklentileri ve önerileri. Milli Eğitim Dergisi, 149, 12-18.
  • Sider, S., Maich, K., & Morvan, J. (2017). School Principals and Students with Special Education Needs: Leading Inclusive Schools. Canadian Journal of Education/Revue canadienne de l'éducation, 40(2), 1-31.
  • Simpson, S. (2016). Checklist for autism friendly environments. South-west Yorkshire Partnership, Erişim tarihi: 03.05.2019, https://www.southwestyorkshire.nhs.uk/wp-content/uploads/2014/10/Checklist-for-autism-friendly-environments.pdf
  • Suskind, D. (2016). Teacher as Researcher: The Ultimate Professional Development. Erişim tarihi 11 Mart 2019, https://www.edutopia.org/blog/reacher-researcher-ultimate-professional-development-dorothy-suskind
  • Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • T.C. Kalkınma Bakanlığı (2013). İllerin Ve Bölgelerin Sosyo-Ekonomik Gelişmişlik Sıralaması Araştırması. Erişim tarihi 03 Temmuz 2019, http://www3.kalkinma.gov.tr/DocObjects/View/15310/SEGE-2011.pdf
  • Türkiye İstatistik Kurumu (2015). İstatistiklerle Türkiye. Erişim tarihi 08 Mayıs 2019, https://ec.europa.eu/eurostat/documents/7330775/7339623/Turkey+_in_statistics_2015.pdf/317c6386-e51c-45de-85b0-ff671e3760f8
  • UNICEF (2012). School readiness: A conceptual framework. Erişim tarihi 08 Haziran 2019, https://www.unicef.org/earlychildhood/files/Child2Child_ConceptualFramework_FINAL(1).pdf
  • Wang, P., & Spillane, A. (2009). Evidence based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 44, 318–342.
  • Williams, J. (2014). Looking in: My son’s not Rainman. Erişim tarihi 11 Mart 2019, https://thepsychologist.bps.org.uk/volume-27/edition-10/looking-my-sons-not-rainman
  • Woods, J. J., & Wetherby, A. M. (2003). Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34(3), 180-193.
  • Victorian Department of Education and Training (2019). Autism friendly whole school planning matrix. Erişim tarihi 11 Mart 2019, https://www.education.vic.gov.au/school/teachers/learningneeds/Pages/supportmaterials.aspx
  • Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.
  • Yükseköğretim Kurulu (2018). Yeni Öğretmen Yetiştirme Lisans Programları. Erişim tarihi 11 Mart 2019, https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
  • Zulfija, M., Indira, O., & Elmira, U. (2013). The professional competence of teachers in inclusive education. Procedia-social and behavioral sciences, 89, 549-554.
Year 2021, Volume: 11 Issue: 1, 34 - 54, 20.01.2021
https://doi.org/10.24315/tred.643869

Abstract

References

  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th Ed.). Washington, DC: Author.
  • American University (2019). What Makes Professional Development for Teachers Effective?. Erişim tarihi 03 Mayıs 2019, https://soeonline.american.edu/blog/what-makes-professional-development-for-teachers-effective
  • Beaver, C. (2006), Designing environments for children and adults with ASD, 2nd World Autism Congress and Exhibition. Cape Town.
  • Cherry, C. P. (2017). Creating Successful Learning Environments for Children on the Spectrum. Erişim tarihi 11 Mart 2019, https://ibcces.org/blog/2014/05/12/creating-successful-learning-environments-children-spectrum/
  • Comhairle nan Eilean Siar (2016). Autism Spectrum Disorder Friendly School Guidelines 2016. Erişim tarihi 03 Temmuz 2018, https://www.cne-siar.gov.uk/media/9180/asd-friendly-schools-comhairle-nan-eilean-siar-2016.pdf
  • Creswell, J. W. (2002). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC medical research methodology, 11(1), 100.
  • Crowe, B. H., & Salt, A. T. (2014). Autism: the management and support of children and young people on the autism spectrum (NICE Clinical Guideline 170). Archives of disease in childhood-Education & practice edition, 100(1), 20-23.
  • Çapuk, S., & Ünsal, M. (2017). Köy Okullarında Görev Yapan Sınıf Öğretmenlerinin Mesleki Gelişimlerini Etkileyen Faktörler. Electronic Turkish Studies, 12(25).
  • Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20(03), 775-803.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri(Geliştirilmiş 2. Baskı). Anı Yayıncılık: Ankara.
  • Edutopia (2008). Why Is Teacher Development Important?: Because Students Deserve the Best. Erişim tarihi 03 Temmuz 2018, https://www.edutopia.org/teacher-development-introduction
  • Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2017). Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of elementary education, 1(3), 155-169.
  • Francis, K. (2005). Autism interventions: a critical update. Developmental Medicine & Child Neurology, 47(7), 493-499.
  • Hume, K., Bellini, S., & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special Education, 25(4), 195.
  • Inclusion BC (2014). A Parent’s Handbook on Inclusive Education (5th Ed.). Erişim tarihi 03 Mayıs 2019, https://inclusionbc.org/wp-content/uploads/2018/09/ParentManualInclusiveEducation_2014.pdf
  • Jarrett, C. (2014). Autism-Myth and reality. Psychologist, 27(10), 746-749.
  • Kumar, S. & Shah, N. (2018). False information on web and social media: A survey. Erişim tarihi 11 Eylül 2019, https://arxiv.org/pdf/1804.08559.pdf
  • Marsh, A., Spagnol, V., Grove, R., & Eapen, V. (2017). Transition to school for children with autism spectrum disorder: A systematic review. World journal of psychiatry, 7(3), 184.
  • Mastropieri, M. A., & Scruggs, T. E. (2010). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Merrill.
  • Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York, NY: Springer Science + Business Media.
  • Milli Eğitim Bakanlığı (2018). Özel eğitim hizmetleri yönetmeliği. Erişim tarihi 08 Haziran 2019, http://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
  • Munday, S. (2016). A framework of core content for initial teacher training (ITT). London: Department for Education.
  • National Autistic Society (2016). Visual supports. Erişim tarihi 08 Haziran 2019, http://www.autism.org.uk/visualsupports
  • National Autistic Society (2017). Teaching young children on the autism spectrum. Erişim tarihi 08 Haziran 2019, https://www.autism.org.uk/professionals/teachers/teaching-young-children.aspx
  • National Autistic Society (2018a). What are the causes and is there a 'cure'?. Erişim tarihi 08 Haziran 2019, https://www.autism.org.uk/about/what-is/causes.aspx
  • National Autistic Society (2018b). Environment and surroundings. Erişim tarihi 08 Haziran 2019, https://www.autism.org.uk/about/family-life/in-the-home/environment.aspx##create
  • OECD (2009). The Professional Development of Teachers. Erişim tarihi 11 Mart 2019, https://www.oecd.org/berlin/43541636.pdf
  • Ontario (2007). Effective Educational Practices For Students With Autism Spectrum Disorders. Erişim tarihi 03 Temmuz 2019, http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismspecdis.pdf
  • Paul, R. (2008). Interventions to improve communication in autism. Child and adolescent psychiatric clinics of North America, 17(4), 835-856.
  • Peat, M. (2017). Designing schools for autistic pupils. Erişim tarihi 11 Mart 2019, https://network.autism.org.uk/knowledge/insight-opinion/designing-schools-autistic-pupils
  • Quintero, N., & McIntyre, L. L. (2011). Kindergarten transition preparation: A comparison of teacher and parent practices for children with autism and other developmental disabilities. Early Childhood Education Journal, 38(6), 411-420.
  • Rao, S. M., & Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism. Teaching Exceptional Children, 38(6), 26-33.
  • Research Autism (2017a). TEACCH and Autism. Erişim tarihi 11 Mart 2019, http://www.researchautism.net/interventions/21/teacch-and-autism
  • Research Autism (2017b). Common Issues and Challenges facing Children on the Autism Spectrum. Erişim tarihi 11 Mart 2019, http://www.researchautism.net/autism/children-and-young-people-on-the-autism-spectrum/challenges-facing-children-on-the-autism-spectrum?a_col=whiteblue
  • Research Autism (2017c). Types of Autism Interventions, Treatments and Therapies. Erişim tarihi 08 Haziran 2019, http://www.researchautism.net/autism-interventions/types
  • Research Autism (2019). School-Based, Educational Interventions and Autism. Erişim tarihi 11 Mart 2019, http://www.researchautism.net/autism-interventions/types/educational-interventions/school-based-interventions
  • Seferoğlu, S. S. (2001). Sınıf öğretmenlerinin kendi mesleki gelişimleriyle ilgili görüşleri, beklentileri ve önerileri. Milli Eğitim Dergisi, 149, 12-18.
  • Sider, S., Maich, K., & Morvan, J. (2017). School Principals and Students with Special Education Needs: Leading Inclusive Schools. Canadian Journal of Education/Revue canadienne de l'éducation, 40(2), 1-31.
  • Simpson, S. (2016). Checklist for autism friendly environments. South-west Yorkshire Partnership, Erişim tarihi: 03.05.2019, https://www.southwestyorkshire.nhs.uk/wp-content/uploads/2014/10/Checklist-for-autism-friendly-environments.pdf
  • Suskind, D. (2016). Teacher as Researcher: The Ultimate Professional Development. Erişim tarihi 11 Mart 2019, https://www.edutopia.org/blog/reacher-researcher-ultimate-professional-development-dorothy-suskind
  • Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • T.C. Kalkınma Bakanlığı (2013). İllerin Ve Bölgelerin Sosyo-Ekonomik Gelişmişlik Sıralaması Araştırması. Erişim tarihi 03 Temmuz 2019, http://www3.kalkinma.gov.tr/DocObjects/View/15310/SEGE-2011.pdf
  • Türkiye İstatistik Kurumu (2015). İstatistiklerle Türkiye. Erişim tarihi 08 Mayıs 2019, https://ec.europa.eu/eurostat/documents/7330775/7339623/Turkey+_in_statistics_2015.pdf/317c6386-e51c-45de-85b0-ff671e3760f8
  • UNICEF (2012). School readiness: A conceptual framework. Erişim tarihi 08 Haziran 2019, https://www.unicef.org/earlychildhood/files/Child2Child_ConceptualFramework_FINAL(1).pdf
  • Wang, P., & Spillane, A. (2009). Evidence based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 44, 318–342.
  • Williams, J. (2014). Looking in: My son’s not Rainman. Erişim tarihi 11 Mart 2019, https://thepsychologist.bps.org.uk/volume-27/edition-10/looking-my-sons-not-rainman
  • Woods, J. J., & Wetherby, A. M. (2003). Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34(3), 180-193.
  • Victorian Department of Education and Training (2019). Autism friendly whole school planning matrix. Erişim tarihi 11 Mart 2019, https://www.education.vic.gov.au/school/teachers/learningneeds/Pages/supportmaterials.aspx
  • Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.
  • Yükseköğretim Kurulu (2018). Yeni Öğretmen Yetiştirme Lisans Programları. Erişim tarihi 11 Mart 2019, https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
  • Zulfija, M., Indira, O., & Elmira, U. (2013). The professional competence of teachers in inclusive education. Procedia-social and behavioral sciences, 89, 549-554.
There are 52 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Mahmut Serkan Yazıcı 0000-0002-2514-3791

Publication Date January 20, 2021
Published in Issue Year 2021 Volume: 11 Issue: 1

Cite

APA Yazıcı, M. S. (2021). KIRSAL BÖLGEDEKİ BİR OKULUN OTİZM SPEKTRUM BOZUKLUĞU TANILI ÖĞRENCİLER İÇİN HAZIRBULUNUŞLUĞU. Trakya Eğitim Dergisi, 11(1), 34-54. https://doi.org/10.24315/tred.643869