Otizmli kaynaştırma öğrencilerinin okulöncesi dönemden ilkokula geçişte yaşadıkları sosyal uyum problemlerinin aile ve öğretmen görüşleri açısından incelenmesi
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/embargoedAccess
Özet
Bu araştırmada otizmli kaynaştırma öğrencilerinin okul öncesi dönemden ilkokula geçişte yaşadıkları sosyal uyum problemlerinin aile ve öğretmen görüşleri açısından incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırmada ölçme aracı olarak, araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu uygulanmıştır. Araştırmanın çalışma grubunu, Edirne İl Merkezi’nde erken çocukluk eğitimi almış ilkokul birinci kademeye geçiş yapan farklı okullara devam eden otizmli kaynaştırma öğrencilerinin aileleri ve öğretmenleri (dokuz aile ve sekiz öğretmen) oluşturmaktadır. Araştırmaya konu olan dokuz öğrencinin altısı aynı okulda, diğer üç öğrencinin her biri farklı okullarda eğitim almaktadır. Dokuz öğrencinin sadece bir tanesi özel okulda eğitim almakta diğer sekiz öğrenci devlet okuluna devam etmektedir. Araştırmanın çalışma grubunu oluşturan öğrencilerin ikisi kız yedisi erkektir. Araştırmaya dahil olan sekiz öğretmenin üçü kadın beş öğretmen ise erkektir. Araştırmaya katılan dokuz aileyle yapılan görüşmelere her bir aileden sadece annelerle ya da sadece babalarla görüşülmüştür. İki baba ve yedi anne ile görüşme yapılmıştır. Veriler, nitel veri analiz yöntemlerinden betimsel analiz ve içerik analizi yoluyla analiz edilmiştir. Araştırmada elde edilen bulgular öğretmen görüşleri için “kaynaştırma ve kaynaştırma öğrencilerine yönelik”, “sosyal uyum problemlerine yönelik” ve “sosyal uyum problemlerinin çözümüne yönelik” olmak üzere üç başlık altında toplanmış olup aile görüşleri için “sosyal uyum problemlerine bakış”, “sosyal uyum problemlerine yönelik destek birimleri”, “sosyal uyum problemlerinin çözümü” ve “sosyal uyum problemlerinde çevreyle olan etkileşimi” olmak üzere dört başlık altında incelenmiştir. Araştırma sonucunda, katılımcı öğretmenlerin tamamı öğrencilerinin okul öncesi dönemde kaynaştırma eğitimi almasının ilkokula geçişteki sosyal uyumunu olumlu etkilediğini ifade etmiştir. Öğrencilerindeki sosyal uyum problemlerinin ortaya çıkmasının sebebi olarak katılımcı öğretmenlerin %50.00’si ‘otizmin genel özellikleri’, %37.50’si ‘sosyal ortam-arkadaş kabulü-zihinsel yaşam’, %12.50’si ‘aile kabulü’ ile bağdaştırmıştır. Katılımcı öğretmenlerin %50.00’si sosyal uyum problemlerinin çözümüne ilişkin çözüm önerisi olarak ‘ailenin kabulü, bilinci ve aile okul iş birliği’ yanıtını vermiştir. Araştırmaya katılan ailelerin %55.56’sı çocuğunun yaşadığı sosyal uyum problemleri konusunda ‘üzüntü’ yaşadığını belirtirken, ailelerin %22.22’si ‘çaresizlik’, %11.11’i ‘umut’, %11.11’i ise ‘nötr’ hissettiğini belirtmiştir. Ailelerin %77.78’si çocuğunuzun yaşadığı sosyal uyum problemlerine yönelik herhangi bir destek aldığını söylemiştir. Araştırmaya katılan ailelerin % 33.33 ‘ü sosyal uyum problemlerinin çözümlenmesi için ‘sosyal ortama sokma desteğinden yararlandığını ifade etmiştir. Sosyal uyum problemlerinde çevreyle olan etkileşimde her ailenin farklı bir iletişimi olduğu görüşmüştür. Elde edilen bulgular, otizmli kaynaştırma öğrencilerinin okul öncesi dönemden ilkokula geçişte yaşadıkları sosyal uyum problemlerine yönelik çalışmalar yürütülmesi konusundaki gerekliliği ortaya koymaktadır.
In this study, an investigation of mainstreaming children’s social adaptation problem behavior that occurs during the transition period from preschool to primary school in terms of their family and teachers’ view is aimed. A case study is carried out among the qualitative research methods. The data is conducted from a semi-structured interview form which is prepared by the researcher. The study group is constituted from nine autistic mainstreaming children’s family and teachers (nine families and eight teachers). These children finished their preschool education and they are ready to start primary school in Edirne. Six students among these autistic mainstreaming children have gone the same school and three of them have gone to different schools. Eight students among these autistic mainstreaming children have gone to state schools; only one of them has gone to primary school. Two students among these autistic mainstreaming children are girls; Seven of them are boys. Three teachers are in the study group are women; Five of them are men. Two family members in the study group are fathers, seven of them are mothers. The data was analyzed by descriptive analysis and content analysis. The data collected during study are analyzed according to teachers view and written under three titles; ‘for mainstreaming and mainstreaming students’, ‘for social adaptation problems’ and ‘for solution about these social problems’. The data collected during study are analyzed according to families’ view and written under four titles; ‘a view for social adaptation problems’, ‘support units for social adaptation problems’, ‘solutions of these social adaptation problems’ and ‘interaction of social adaptation problems and neighborhood’. According to the view that collected from all attended teachers, preschool education that is taken by the autistic students has affected their transition period from preschool to primary school positively. 50.00% of the participant teachers stated ‘autism’s general specialties’, 37.50% of them stated ‘social environment-friend acceptance-mental disorders’, 12.50% of them stated ‘family acceptance’ as the reason of the social adaptation occurrence. 50.00% of the participant teachers stated that ‘family acceptance, family consciousness and school-family cooperation’ are the solutions of their social adaptation problems. 55.56% of families that are attended the study stated that they felt ‘sad’, 22.22% of them stated that they felt ‘hopelessness’, 11.11% of them stated that they felt ‘neutral’ about their children’s social adaptation problems. 77.78% of families stated that they haven’t taken any support, 33.33% of them stated that they have benefited from presence of different social environment support. It has been observed that each family has different dialogs about interaction of social adaptation problems and neighborhood. According to the data that are collected, different studies are needed for social adaptation problems of autistic mainstreaming students that occur during the transition period from preschool to primary school.
In this study, an investigation of mainstreaming children’s social adaptation problem behavior that occurs during the transition period from preschool to primary school in terms of their family and teachers’ view is aimed. A case study is carried out among the qualitative research methods. The data is conducted from a semi-structured interview form which is prepared by the researcher. The study group is constituted from nine autistic mainstreaming children’s family and teachers (nine families and eight teachers). These children finished their preschool education and they are ready to start primary school in Edirne. Six students among these autistic mainstreaming children have gone the same school and three of them have gone to different schools. Eight students among these autistic mainstreaming children have gone to state schools; only one of them has gone to primary school. Two students among these autistic mainstreaming children are girls; Seven of them are boys. Three teachers are in the study group are women; Five of them are men. Two family members in the study group are fathers, seven of them are mothers. The data was analyzed by descriptive analysis and content analysis. The data collected during study are analyzed according to teachers view and written under three titles; ‘for mainstreaming and mainstreaming students’, ‘for social adaptation problems’ and ‘for solution about these social problems’. The data collected during study are analyzed according to families’ view and written under four titles; ‘a view for social adaptation problems’, ‘support units for social adaptation problems’, ‘solutions of these social adaptation problems’ and ‘interaction of social adaptation problems and neighborhood’. According to the view that collected from all attended teachers, preschool education that is taken by the autistic students has affected their transition period from preschool to primary school positively. 50.00% of the participant teachers stated ‘autism’s general specialties’, 37.50% of them stated ‘social environment-friend acceptance-mental disorders’, 12.50% of them stated ‘family acceptance’ as the reason of the social adaptation occurrence. 50.00% of the participant teachers stated that ‘family acceptance, family consciousness and school-family cooperation’ are the solutions of their social adaptation problems. 55.56% of families that are attended the study stated that they felt ‘sad’, 22.22% of them stated that they felt ‘hopelessness’, 11.11% of them stated that they felt ‘neutral’ about their children’s social adaptation problems. 77.78% of families stated that they haven’t taken any support, 33.33% of them stated that they have benefited from presence of different social environment support. It has been observed that each family has different dialogs about interaction of social adaptation problems and neighborhood. According to the data that are collected, different studies are needed for social adaptation problems of autistic mainstreaming students that occur during the transition period from preschool to primary school.
Açıklama
Anahtar Kelimeler
Otizm, Kaynaştırma, Okul Öncesi Dönem, İlkokula Geçiş, Sosyal Uyum, Aile, Öğretmen, Autism, Mainstreaming, Pre-school Education, Transition to Primary School, Social Adaptation, Family, Teacher