Tipik Gelişim Gösteren Türk Anasınıfı Çocuklarının Özel Gereksinimli Akranlarına Yönelik Tutumlarının İncelenmesi
Öz
Bu araştırmanın amacı, Türkiye’deki erken çocukluk dönemi kaynaştırma ortamlarında, normal gelişim gösteren çocukların özel gereksinimli akranlarına yönelik inanç ve fikirleri, tutumları ve etkileşim biçimleri hakkında bilgi edinmektir. Araştırmanın katılımcıları 5-6 yaş aralığındaki, iki anasınıfına devam eden sekiz normal gelişim ve iki özel gelişim gösteren çocuk, normal gelişim gösteren çocukların ebeveynleri ve onların iki sınıf öğretmenidir. Çocukların özel gereksinimli sınıf arkadaşlarına yönelik tutumları hakkında daha detaylı bilgi toplayabilmek amacı ile katılımcı gözlemleri ve açık uçlu sorulardan oluşan yarı yapılandırılmış görüşmelerin nitel analizleri kullanılmıştır. Normal gelişim gösteren çocukların sakatlık hakkında bildiklerini öğrendikten sonra, gözlem ve görüşme verilerine dayalı olarak tutumlar ile ilgili temalar oluşturulmuştur. Bu temalar olumlu ve olumsuz görüşler olmak üzere iki başlık altında toplanmıştır. Olumlu başlıklar genellikle, hoşlanma, yardım etme, korkmak yerine koruyucu olma ve onları olabildiğince oyunlarına dâhil etme isteği şeklinde olan hislerini içermektedir. Olumsuz başlıklar genellikle normal gelişim gösteren çocukların özel gereksinimli akranlarına karşı düşük beklentilerine yönelik gözlemlerden ortaya çıkan dışlama, göz ardı etme ve onlarla ezici oynama gibi başlıklardır.
Anahtar Kelimeler
Kaynakça
- Antonak, R., & Livneh, H. (1988). The measurement of attitudes toward people with disabilities: Methods, psychometrics, and scales. Springfield, IL: Charles C. Thomas.
- Artiles, A. J., Kozleski, E., Dorn, S., & Christensen, C. (2006). Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda. Review of Research in Education, 30, 65-108.
- Beckman, P. J. (1983). The relationship between behavioral characteristics of children and social interaction in an integrated setting. Journal of the Division for Early Childhood, 7, 69-77.
- Bogdan, R .C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). Needham Heights, MA: Allyn and Bacon.
- Bricker, D. D. (1978). A rationale for the integration of handicapped and nonhandicapped preschool children. In M. J. Guralnick (Eds.), Early intervention and the integration of handicapped and nonhandicapped children (pp. 3-26). Baltimore: University Park Press.
- Bricker, D. D. (1995). The challenge of inclusion. Journal of Early Intervention, 19(3), 179–194.
- Bricker, D. D., & Sandall, S. (1979). Mainstreaming in preschool programs: Why and how to do it. Education Unlimited, 1, 25-29.
- Brodkin, M. (1993). Every kid counts: 31 ways to save our children. San Francisco: Harper.
- Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
- Bronfenbrenner, U. (2004). Making Human Beings Human: Bioecological Perspectives on Human Development (pp.3-15). Thousand Oaks, CA: Sage
- Civelek, A. H. (1990). Eğitilebilir zihinsel özürlü çocukların sosyal kabul görmelerinde normal çocukların bilgilendirmenin ve iki grubun resim-iş ile beden eğitimi derslerinde bütünleştirilmelerinin etkileri. Doktora Tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
- Conant, S., & Budoff, M. (1983). Patterns of awareness in children's understanding of disability. Mental Retardation, 21, 119-125.
- Diamond, K. E. (1993). Preschool children's concepts of disability in their peers. Early Education and Development, 4, 123-129.
- Diamond, K. E. (1994). Evaluating preschool children's sensitivity to developmental differences. Topics in Early Childhood Special Education, 14, 49-63.
- Diamond, K. E., & Carpenter, C. (2000). The influence of inclusive preschool programs on children's sensitivity to the needs of others. Journal of Early Intervention, 23, 81-91.
- Diamond, K. E., & Hestenes, L. L. (1994). Preschool children's understanding of disability: Experiences leading to the elaboration of the concept of hearing loss. Early Education and Development, 5, 301-309.
- Diamond, K. E., & Hestenes, L. L. (1996). Preschool children's conceptions of disabilities: The salience of disability in children's ideas about others. Topics in Early Childhood special Education, 16, 458-475.
- Diamond, K. E., LeFurgy, W., & Blass, S. (1993). Attitudes of typical preschool children toward their peers with disabilities: A year-long study in four integrated classrooms. Journal of Genetic Psychology, 154, 215-222.
- Dyson, L. L. (2005). Kindergarten children's understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25(2), 95-105.
- Farmer, T. W. (2000) Misconceptions of peer rejection and problem behavior: Understanding aggression in students with mild disabilities. Remedial and Special Education, 21, 194- 208.
- Favazza, P. C., & Odom, S. L. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63, 405-418.
- Gresham, F. M. (1986). Conceptual issues in the assessment of social competence in children. In P. Strain, M. Guralnick, & H. M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 143-179). New York: Academic Press.
- Guralnick, M. J., & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstream playgroups. Child Development, 58, 1556-1572.
- Hallahan, D. P., & Kauffman, J. M. (1994). Exceptional children: Introduction to special education. Boston: Allyn and Bacon.
- Harper, D. (1997). Children’s attitudes towards physical disability in Nepal. Journal of CrossCultural Psychology, 28, 710–729.
- Hsieh, H.-F. ve Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
- Ladd, G. W., Price, J. M., & Hart, C. H. (1990). Preschoolers' behavioral orientations and patterns of peer contact: Predictive of peer status? In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 90-115). New York: Cambridge University Press.
- Lamorey, S., & Bricker, D. D. (1993). Integrated programs: Effects on young children and their parents. In C. Peck, S. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community-based programs: Ecological perspectives on research and implementation (pp. 249-269). Baltimore: Brooks.
- Lewis, R. B., & Doorlag, D. H. (1987). Teaching special students in the mainstream. Columbus, OH: Merrill.
- Luftig, R. L. (1988). Estimated ease of making friends, perceived social competency, and loneliness among mentally retarded and nonretarded students. Education, 109, 200-211.
- Nikolaraizi, M., Kumar, P., Favazza, P., Sideridis, G., Koulousiou, D, & Riall, A. (2005). A crosscultural examination of typically developing children’s attitudes toward individuals with special needs, International Journal of Disability, Development and Education, 52(2), 101–119.
- Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3-26.
- Okagaki, L., Diamond, K. E., Kontos, S. J., & Hestenes, L. L. (1998). Correlates of young children’s interactions with classmates with disabilities. Early Childhood Research Quarterly, 13(1), 67–86.
- Reid, D. K., & Button, L. J. (1995). Anna’s story: Narratives of personal experience about being labeled learning disabled. Journal of Learning Disabilities, 28, 606-614.
- Sabornie, E. J., & Kauffman, J. M. (1985). Regular classroom sociometric status of behavior disordered adolescents. Behavioral Disorders, 10, 268-274.
- Salend, S. J. (2005). Creating inclusive classrooms: Effective and reflective practices for all students (5th ed.). Columbus, OH: Merrill/Prentice Hall.
- Sapon-Shevin, M. (2007).Widening the Circle: The Power of Inclusive Classrooms. Boston: Beacon Press.
- Sarı, H. (2000). Development of special education provision in Turkey: From the inclusive perspective. Proceeding of international special education congress.
- Shapiro, A. H. (1999). Everybody belongs: Changing negative attitudes toward classmates with disabilities. New York: Routledge Falmer.
- Sigelman, C. K., Miller, T. E., & Whitworth, L. A. (1986). The early development of stigmatizing reactions to physical differences. Journal of Applied Developmental Psychology, 7, 17–32.
- Stoneman, Z. (1993). Attitudes toward young children with disabilities: Cognition, affect and behavioral intent. In C. Peck, S. Odom, & D. Bricker (Eds.), Integrating young children with disabilities in community programs: From research to implementation (pp. 223-248). Baltimore: Brookes.
- Swadener, B. B. (1986). Education that is multicultural in early childhood settings: A case study of two inclusive child care centers. Unpublished doctoral dissertation, University of Wisconsin-Madison.
- Swadener, E.B. (1989). Race, gender, and exceptionality: Peer interactions in two child care centers. Educational Policy, 3(4), 371-387.
- Swadener, E.B. (1991). Race, gender, and exceptionality: Peer interactions in two child care centers. In L. Weis, P.G. Altbach, G.P. Kelly, & H.G. Petrie (Eds.). Critical perspectives on early childhood education. Albany, NY: SUNY.
- Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings. New York: John Wiley & Sons.
- Trepanier-Street, M. L., & Romatowski, J. A. (1996). Young children’s attitudes toward the disabled: a classroom intervention using children’s literature. Early Childhood Education Journal, 24, 45-50.
- Triandis, H. C. (1971). Attitudes and attitude change. New York: John Wiley & Sons.
- Turnbull, A. P. (1982). Preschool Mainstreaming: A policy and implementation analysis. Educational Evaluation and Policy Analysis, 4, 281-291.
- UNESCO (2006). Strong Foundations: Early Childhood Care and Education. Country profile prepared for the Education for All Global Monitoring Report 2007.
- Weinberg, B. (1978). Preschool children's perceptions of orthopedic disability. Rehabilitation Counseling Bulletin, 21, 327-331.
- Yuker, H. E. (ed.). (1988). Attitudes toward persons with disabilities. New York: Springer.
An Analysis of Typically Developing Turkish Kindergarten Children’s Attitudes toward Their Peers with Special Needs
Öz
The aim of this study was to determine the attitudes and behaviors of typically developing
children toward their peers with special needs in inclusive early childhood settings in Turkey.
Participants in this study were eight typically developing and two specially developing
children between the ages of 5 and 6 in two inclusive kindergarten classrooms, typically
developing children’s parents, and their classroom teachers. Qualitative analysis of semistructured
interviews with open-ended questions and field observations were used to gain
more insight related with children's attitudes toward their classmates with special needs with
the support of field observations. After learning about typically developing children's
knowledge about disabilities and attitude-related themes, based on an analysis of both
observations and interview data, were presented. These themes were categorized into two
broad categories, according to being positive or negative framings. Positive topics mostly
included liking, helping and protecting rather than being afraid, and involving them into their
play. Negative topics generally appeared in the observations that focused on the typically
developing children's low expectations regarding their peers with special needs, ignoring and
rejecting them, and playing rough with them
Anahtar Kelimeler
Kaynakça
- Antonak, R., & Livneh, H. (1988). The measurement of attitudes toward people with disabilities: Methods, psychometrics, and scales. Springfield, IL: Charles C. Thomas.
- Artiles, A. J., Kozleski, E., Dorn, S., & Christensen, C. (2006). Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda. Review of Research in Education, 30, 65-108.
- Beckman, P. J. (1983). The relationship between behavioral characteristics of children and social interaction in an integrated setting. Journal of the Division for Early Childhood, 7, 69-77.
- Bogdan, R .C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). Needham Heights, MA: Allyn and Bacon.
- Bricker, D. D. (1978). A rationale for the integration of handicapped and nonhandicapped preschool children. In M. J. Guralnick (Eds.), Early intervention and the integration of handicapped and nonhandicapped children (pp. 3-26). Baltimore: University Park Press.
- Bricker, D. D. (1995). The challenge of inclusion. Journal of Early Intervention, 19(3), 179–194.
- Bricker, D. D., & Sandall, S. (1979). Mainstreaming in preschool programs: Why and how to do it. Education Unlimited, 1, 25-29.
- Brodkin, M. (1993). Every kid counts: 31 ways to save our children. San Francisco: Harper.
- Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
- Bronfenbrenner, U. (2004). Making Human Beings Human: Bioecological Perspectives on Human Development (pp.3-15). Thousand Oaks, CA: Sage
- Civelek, A. H. (1990). Eğitilebilir zihinsel özürlü çocukların sosyal kabul görmelerinde normal çocukların bilgilendirmenin ve iki grubun resim-iş ile beden eğitimi derslerinde bütünleştirilmelerinin etkileri. Doktora Tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
- Conant, S., & Budoff, M. (1983). Patterns of awareness in children's understanding of disability. Mental Retardation, 21, 119-125.
- Diamond, K. E. (1993). Preschool children's concepts of disability in their peers. Early Education and Development, 4, 123-129.
- Diamond, K. E. (1994). Evaluating preschool children's sensitivity to developmental differences. Topics in Early Childhood Special Education, 14, 49-63.
- Diamond, K. E., & Carpenter, C. (2000). The influence of inclusive preschool programs on children's sensitivity to the needs of others. Journal of Early Intervention, 23, 81-91.
- Diamond, K. E., & Hestenes, L. L. (1994). Preschool children's understanding of disability: Experiences leading to the elaboration of the concept of hearing loss. Early Education and Development, 5, 301-309.
- Diamond, K. E., & Hestenes, L. L. (1996). Preschool children's conceptions of disabilities: The salience of disability in children's ideas about others. Topics in Early Childhood special Education, 16, 458-475.
- Diamond, K. E., LeFurgy, W., & Blass, S. (1993). Attitudes of typical preschool children toward their peers with disabilities: A year-long study in four integrated classrooms. Journal of Genetic Psychology, 154, 215-222.
- Dyson, L. L. (2005). Kindergarten children's understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25(2), 95-105.
- Farmer, T. W. (2000) Misconceptions of peer rejection and problem behavior: Understanding aggression in students with mild disabilities. Remedial and Special Education, 21, 194- 208.
- Favazza, P. C., & Odom, S. L. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63, 405-418.
- Gresham, F. M. (1986). Conceptual issues in the assessment of social competence in children. In P. Strain, M. Guralnick, & H. M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 143-179). New York: Academic Press.
- Guralnick, M. J., & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstream playgroups. Child Development, 58, 1556-1572.
- Hallahan, D. P., & Kauffman, J. M. (1994). Exceptional children: Introduction to special education. Boston: Allyn and Bacon.
- Harper, D. (1997). Children’s attitudes towards physical disability in Nepal. Journal of CrossCultural Psychology, 28, 710–729.
- Hsieh, H.-F. ve Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
- Ladd, G. W., Price, J. M., & Hart, C. H. (1990). Preschoolers' behavioral orientations and patterns of peer contact: Predictive of peer status? In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 90-115). New York: Cambridge University Press.
- Lamorey, S., & Bricker, D. D. (1993). Integrated programs: Effects on young children and their parents. In C. Peck, S. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community-based programs: Ecological perspectives on research and implementation (pp. 249-269). Baltimore: Brooks.
- Lewis, R. B., & Doorlag, D. H. (1987). Teaching special students in the mainstream. Columbus, OH: Merrill.
- Luftig, R. L. (1988). Estimated ease of making friends, perceived social competency, and loneliness among mentally retarded and nonretarded students. Education, 109, 200-211.
- Nikolaraizi, M., Kumar, P., Favazza, P., Sideridis, G., Koulousiou, D, & Riall, A. (2005). A crosscultural examination of typically developing children’s attitudes toward individuals with special needs, International Journal of Disability, Development and Education, 52(2), 101–119.
- Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3-26.
- Okagaki, L., Diamond, K. E., Kontos, S. J., & Hestenes, L. L. (1998). Correlates of young children’s interactions with classmates with disabilities. Early Childhood Research Quarterly, 13(1), 67–86.
- Reid, D. K., & Button, L. J. (1995). Anna’s story: Narratives of personal experience about being labeled learning disabled. Journal of Learning Disabilities, 28, 606-614.
- Sabornie, E. J., & Kauffman, J. M. (1985). Regular classroom sociometric status of behavior disordered adolescents. Behavioral Disorders, 10, 268-274.
- Salend, S. J. (2005). Creating inclusive classrooms: Effective and reflective practices for all students (5th ed.). Columbus, OH: Merrill/Prentice Hall.
- Sapon-Shevin, M. (2007).Widening the Circle: The Power of Inclusive Classrooms. Boston: Beacon Press.
- Sarı, H. (2000). Development of special education provision in Turkey: From the inclusive perspective. Proceeding of international special education congress.
- Shapiro, A. H. (1999). Everybody belongs: Changing negative attitudes toward classmates with disabilities. New York: Routledge Falmer.
- Sigelman, C. K., Miller, T. E., & Whitworth, L. A. (1986). The early development of stigmatizing reactions to physical differences. Journal of Applied Developmental Psychology, 7, 17–32.
- Stoneman, Z. (1993). Attitudes toward young children with disabilities: Cognition, affect and behavioral intent. In C. Peck, S. Odom, & D. Bricker (Eds.), Integrating young children with disabilities in community programs: From research to implementation (pp. 223-248). Baltimore: Brookes.
- Swadener, B. B. (1986). Education that is multicultural in early childhood settings: A case study of two inclusive child care centers. Unpublished doctoral dissertation, University of Wisconsin-Madison.
- Swadener, E.B. (1989). Race, gender, and exceptionality: Peer interactions in two child care centers. Educational Policy, 3(4), 371-387.
- Swadener, E.B. (1991). Race, gender, and exceptionality: Peer interactions in two child care centers. In L. Weis, P.G. Altbach, G.P. Kelly, & H.G. Petrie (Eds.). Critical perspectives on early childhood education. Albany, NY: SUNY.
- Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings. New York: John Wiley & Sons.
- Trepanier-Street, M. L., & Romatowski, J. A. (1996). Young children’s attitudes toward the disabled: a classroom intervention using children’s literature. Early Childhood Education Journal, 24, 45-50.
- Triandis, H. C. (1971). Attitudes and attitude change. New York: John Wiley & Sons.
- Turnbull, A. P. (1982). Preschool Mainstreaming: A policy and implementation analysis. Educational Evaluation and Policy Analysis, 4, 281-291.
- UNESCO (2006). Strong Foundations: Early Childhood Care and Education. Country profile prepared for the Education for All Global Monitoring Report 2007.
- Weinberg, B. (1978). Preschool children's perceptions of orthopedic disability. Rehabilitation Counseling Bulletin, 21, 327-331.
- Yuker, H. E. (ed.). (1988). Attitudes toward persons with disabilities. New York: Springer.
Toplam 51 adet kaynakça vardır.
Ayrıntılar
| Diğer ID | JA93RJ58EH |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Aralık 2016 |
| Yayımlandığı Sayı | Yıl 2016Cilt: 5 Sayı: 4 |
Cited By
Türkiye’de Okul Öncesi Kaynaştırma Konusunda Yapılan Araştırmalar Bize Neler Söylüyor?
İnönü Üniversitesi Eğitim Fakültesi Dergisi
Hatice BAKKALOĞLU
https://doi.org/10.17679/inuefd.302031
e-ISSN: 2147-1606