33. Ulusal Özel Eğitim Kongresi, Trabzon, Türkiye, 25 - 27 Ekim 2023
Genel Eğitim Lisans Programlarındaki Öğretmen Adaylarının
Özel Eğitimle İlgili Bilgi Düzeylerinin Çeşitli Değişkenler Açısından
İncelenmesi
Öğretmen
adaylarının verdikleri yanıtlar puanlanarak çeşitli değişkenler açısından bazı
istatistiksel testler kullanılarak incelenmiştir. Elde edilen bulgular,
öğretmen adaylarının özel eğitim konusunda genel bilgi düzeylerinin daha
ileride olduğunu, özel eğitim uygulamaları ve BEP’e ilişkin bilgi düzeylerinin
ise daha zayıf kaldığını göstermiştir. Ayrıca, kadın katılımcıların her üç
bilgi testine verdikleri yanıtların doğruluk oranlarının erkek katılımcılardan
anlamlı derecede ilerde olduğu tespit edilmiştir. Bunun yanısıra, “özel eğitim
ve kaynaştırma” dersini deprem öncesinde yüz yüze alarak başarılı olan ilgili
lisans programlarındaki öğretmen adaylarının her üç bilgi testinden aldıkları
puanların deprem sonrasında çevrimiçi katılım göstererek “özel eğitim ve
kaynaştırma” dersinde başarılı olan ilgili lisans programlarındaki
katılımcılardan anlamlı düzeyde ilerde olduğu görülmüştür. Bulgular, alanyazın
dikkate alınarak tartışılmış olup çalışma sonunda genel eğitim öğretmen
adaylarını özel eğitim konusunda daha yeterli kılmak için lisans programlarına
ilişkin gerçekleştirilebilecek çeşitli düzenlemelerden söz edilmiştir.
Anahtar Kelimeler: Genel
eğitim, özel gereksinimli öğrenciler, kaynaştırma, bilgi düzeyleri, öğretmen
eğitimi
Investigation of Knowledge Levels of Teacher Candidates in General Education Undergraduate Programs About Special Education in Terms of Various Variables
With the adoption of the principle of "least restrictive educational environment", inclusion practices have become increasingly widespread in our country, as well as all over the world. Considering the latest data published by the Ministry of National Education, approximately 75% of students with special needs are studying in general education classes. However, the fact that general education teacher candidates do not take any other compulsory course on special education other than the "special education and inclusion" course, which is the compulsory course they take in their undergraduate education, makes it questionable how well equipped these teacher candidates are in special education to graduate from teaching programs. Based on this questioning, in this study, teacher candidates studying in general education undergraduate programs and successfully completing the "special education and inclusion" course, which is a compulsory undergraduate course in all programs, about special education; A study was conducted to evaluate (a) general knowledge levels about special education and students with special needs, (b) knowledge levels about special education practices, and (c) knowledge levels about individualized education programs. In order to provide a multidimensional evaluation of knowledge levels, a total of 60 multiple-choice questions were created to evaluate the knowledge levels in three categories, taking into account the Bloom Taxonomy sub-dimensions of remembering, comprehending, applying, analyzing and evaluating. It was delivered to teacher candidates who successfully completed the "inclusion" course on the online platform.
The answers given by the teacher candidates were scored and examined using some statistical tests in terms of various variables. The findings showed that the general knowledge levels of teacher candidates about special education were more advanced, while their knowledge levels regarding special education practices and IEP remained weaker. In addition, it was determined that the accuracy rates of female participants' answers to all three knowledge tests were significantly ahead of male participants. In addition, the scores of teacher candidates in the relevant undergraduate programs who took the "special education and inclusion" course face-to-face before the earthquake and were successful in all three knowledge tests were significantly ahead of the participants in the relevant undergraduate programs who were successful in the "special education and inclusion" course by taking online participation after the earthquake. has been seen. The findings were discussed by taking the literature into consideration, and at the end of the study, various arrangements that could be made regarding undergraduate programs to make general education teacher candidates more competent in special education were mentioned.
Key Words: General education, students with special needs, inclusion, knowledge levels, teacher training