Sınıfında özel gereksinimli öğrenci bulunan okul öncesi çocuklarının, özel gereksinimli çocuk algılarının incelenmesi
Yükleniyor...
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, sınıfında özel gereksinimli öğrenci bulunan normal gelişim gösteren okul öncesi
çocuklarının özel çocuk kavramına ilişkin algılarını incelemek amacıyla yapılmıştır. Araştırmada, farkında
olduğumuz fakat derinlemesine fikir sahibi olmadığımız olgulara odaklanması sebebiyle nitel araştırma
yöntemlerinden olan fenomenoloji deseni tercih edilmiştir. Çalışma grubunda, 2020-2021 eğitim-öğretim yılında
İstanbul ili Küçükçekmece ilçesinde bulunan MEB’e bağlı çeşitli okul öncesi kurumlarına devam eden, 48-72 ay
aralığında olan, normal gelişim gösteren 182 okul öncesi çocuğu yer almıştır. 15 katılımcının geçerli metafor
geliştiremediği görülmüştür. Geriye kalan çocuklardan 167 tanesi geçerli sayılabilecek metaforlar
geliştirmişlerdir. Bu çocukların 77’si kız, 90’ı erkektir. Ayrıca bu çocukların 33’ünün 4 yaşında, 116’sının 5
yaşında ve 18’inin 6 yaşında olduğu görülmüştür. Araştırma verileri, araştırmaya katılan çocukların demografik
bilgilerini (yaş ve cinsiyet) ve özel gereksinimli çocuklara ilişkin algılarını ifade ettikleri ve gerekçelerini
belirttikleri özel çocuk algısı metafor anketiyle toplanmıştır. Veriler içerik analizi yöntemiyle 5 aşamada analiz
edilmiştir. Her çocuğun birer tane metafor ürettiği görülmüştür. Çocukların geliştirdikleri metaforlar tekrar
incelenerek sınıflandırılmış ve 76 adet birbirinden farklı, geçerli metafor elde edilmiştir. En fazla tekrar edilen
metaforların “çiçek” ve “iyi bir çocuk” olduğu görülmüştür. Okul öncesi çocukları tarafından geliştirilen
metaforlar gerekçelerine göre 5 kategori altında incelenmiştir. Bu kategoriler “kişisel özelliklerine göre özel
çocuk”, “akranlarından farklılık göstermesine göre özel çocuk”, “akranlarıyla olumlu ilişkiler kurabilmesine göre
özel çocuk”, “fiziksel özelliklerine göre özel çocuk” ve “akranlarıyla ilişkilerinde sorun çıkarmasına göre özel
çocuk” olarak belirlenmiştir. En fazla yüzdeye sahip kategorinin “kişisel özelliklerine göre özel çocuk” olduğu
görülmüştür. En az yüzdeye sahip kategori ise “akranlarıyla ilişkilerinde sorun çıkarmasına göre özel çocuk”
olduğu görülmüştür. Araştırmada okul öncesi çocukları tarafından özel çocuk algısına ilişkin geliştirilen metaforlar
yaş ve cinsiyet bakımından değerlendirilmiştir. Kişisel özelliklerine göre özel çocuk kategorisinde ve akranlarıyla
olumlu ilişkiler kurabilmesine göre özel çocuk kategorisinde kızların erkeklere oranla daha fazla metafor
geliştirdiği görülmüştür. Erkeklerin ise akranlarından farklılık göstermesine göre özel çocuk kategorisinde, fiziksel
özelliklerine göre özel çocuk kategorisinde ve akranlarıyla ilişkilerinde sorun çıkarmasına göre özel çocuk
kategorisinde kızlara oranla daha fazla metafor geliştirdiği görülmektedir. Bu bağlamda kızların erkeklere göre
daha olumlu yönde görüş belirttikleri saptanmıştır. Ayrıca 4 ve 5 yaşındaki okul öncesi çocuklarının en fazla kişisel
özelliklerine göre özel çocuk kategorisinde metafor geliştirdikleri, 6 yaşındaki çocukların büyük bir kısmının
akranlarıyla olumlu ilişkiler kurabilmesine göre özel çocuk kategorisi altında metafor geliştirdiği belirlenmiştir.
Çocukların üretmiş oldukları metaforlar gerekçeleriyle incelendiğinde 6 yaşındaki çocukların metafor üretme
konusunda daha başarılı oldukları tespit edilmiştir. Araştırmadan elde edilen sonuçlar ışığında bazı önerilerde
bulunulmuştur.
This study was carried out to examine the perceptions of typically developing preschool children with special needs students in their classroom regarding the concept of special child. In the study, the phenomenology design, one of the qualitative research methods, was preferred because it focuses on the phenomena of which we are aware but do not have an in-depth idea. The study group included 182 typically developing preschool children, aged between 48-72 months, attending various preschool institutions affiliated to the Ministry of National Education located in Küçükçekmece district of Istanbul in the 2020-2021 academic year. It was observed that 15 participants could not develop valid metaphors. Of the remaining children, 167 developed metaphors that could be considered valid. Of these children, 77 were girls, and 90 were boys. Furthermore, 33 of these children were 4 years old, 116 were 5 years old, and 18 were 6 years old. The research data were collected with the special child perception metaphor questionnaire, in which the children participating in the study expressed their demographic information (age and gender) and their perceptions of special needs children and stated their reasons. The data were analyzed in five stages with the content analysis method. It was revealed that each child produced one metaphor. The metaphors developed by the children were re-examined and classified, and 76 different and valid metaphors were obtained. The most repeated metaphors were "flower" and "a good child." Metaphors developed by preschool children were examined under 5 categories according to their justifications. These categories were determined as "special children according to their personal characteristics," "special children according to their differences from their peers," "special children according to their ability to establish positive relationships with their peers," "special children according to their physical characteristics," and "special children according to problems in their relations with their peers." The category with the highest percentage was "special children according to their personal characteristics." It was observed that the category with the lowest percentage was "special children according to problems in their relations with their peers." In the study, metaphors developed by preschool children regarding the perception of special child were evaluated in terms of age and gender. It was found that girls developed more metaphors than boys in the special child category according to their personal characteristics and in the special child category according to their ability to establish positive relationships with their peers. On the other hand, boys developed more metaphors than girls in the special child category according to their differences from their peers, in the special child category according to their physical characteristics, and in the special child category according to problems in their relations with their peers. In this context, it was determined that girls expressed more positive views than boys. Furthermore, it was revealed that 4- and 5-year old preschool children mostly developed metaphors in the special child category according to their personal characteristics, and most of the 6-year-old children developed metaphors in the special child category according to their ability to establish positive relationships with their peers. Upon examining the metaphors produced by the children with their justifications, it was determined that 6-year-old children were more successful in producing metaphors. In light of the results obtained from the study, some recommendations were made.
This study was carried out to examine the perceptions of typically developing preschool children with special needs students in their classroom regarding the concept of special child. In the study, the phenomenology design, one of the qualitative research methods, was preferred because it focuses on the phenomena of which we are aware but do not have an in-depth idea. The study group included 182 typically developing preschool children, aged between 48-72 months, attending various preschool institutions affiliated to the Ministry of National Education located in Küçükçekmece district of Istanbul in the 2020-2021 academic year. It was observed that 15 participants could not develop valid metaphors. Of the remaining children, 167 developed metaphors that could be considered valid. Of these children, 77 were girls, and 90 were boys. Furthermore, 33 of these children were 4 years old, 116 were 5 years old, and 18 were 6 years old. The research data were collected with the special child perception metaphor questionnaire, in which the children participating in the study expressed their demographic information (age and gender) and their perceptions of special needs children and stated their reasons. The data were analyzed in five stages with the content analysis method. It was revealed that each child produced one metaphor. The metaphors developed by the children were re-examined and classified, and 76 different and valid metaphors were obtained. The most repeated metaphors were "flower" and "a good child." Metaphors developed by preschool children were examined under 5 categories according to their justifications. These categories were determined as "special children according to their personal characteristics," "special children according to their differences from their peers," "special children according to their ability to establish positive relationships with their peers," "special children according to their physical characteristics," and "special children according to problems in their relations with their peers." The category with the highest percentage was "special children according to their personal characteristics." It was observed that the category with the lowest percentage was "special children according to problems in their relations with their peers." In the study, metaphors developed by preschool children regarding the perception of special child were evaluated in terms of age and gender. It was found that girls developed more metaphors than boys in the special child category according to their personal characteristics and in the special child category according to their ability to establish positive relationships with their peers. On the other hand, boys developed more metaphors than girls in the special child category according to their differences from their peers, in the special child category according to their physical characteristics, and in the special child category according to problems in their relations with their peers. In this context, it was determined that girls expressed more positive views than boys. Furthermore, it was revealed that 4- and 5-year old preschool children mostly developed metaphors in the special child category according to their personal characteristics, and most of the 6-year-old children developed metaphors in the special child category according to their ability to establish positive relationships with their peers. Upon examining the metaphors produced by the children with their justifications, it was determined that 6-year-old children were more successful in producing metaphors. In light of the results obtained from the study, some recommendations were made.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Özel Gereksinimli Birey, Okul Öncesi Eğitim, Kaynaştırma, Bütünleştirme, Metafor, Individuals with Special Needs, Preschool Education, Inclusion, Mainstreaming, Metaphor
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Bayraklılar, B. N. (2022). Sınıfında özel gereksinimli öğrenci bulunan okul öncesi çocuklarının, özel gereksinimli çocuk algılarının incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Temel Eğitim Anabilim Dalı, Konya.
