Özel Gereksinimli Bireyler ve Kapsayıcı Eğitim
Özet
Bu bölümde, eğitimde özel gereksinimlerin tanımı, özel gereksinimli bireylerin eğitim aldıkları yöntemler ve kapsayıcı eğitim hakkında detaylı bilgi verilecektir. Tarihsel süreç içinde özel gereksinimli bireylerin tanılanma ve algılanma biçimleri, onların toplumsal konumları üzerinde derin etkiler bırakmıştır. Özel gereksinimli bireylerin ‘bakıma muhtaç’ ve ‘öğrenemeyen’ olarak görülmesinden, topluma eşit bir birey olarak dahil olmalarına kadar uzanan süreç, detaylı bir şekilde analiz edilmiştir. Geleneksel olarak, özel gereksinimli bireylerin sürekli yardıma muhtaç olduğu düşüncesi hâkim olmuş ve eğitime erişimleri uzun süre kısıtlı kalmıştır. Osmanlı Devleti’nin son döneminde başlatılan ve Cumhuriyet döneminde devam eden reformlar, özel gereksinimli bireylerin örgün eğitime entegrasyonunu hedeflemiştir. Ancak, bu girişimlere rağmen toplumsal önyargılar ve köklü sistemik engeller varlığını sürdürmüş, öncelik bireylerin eğitim sisteminde homojen bir yapı içerisinde eğitilmesine veya okulların çoğunluğun ihtiyacına göre tasarlanmasına verilmiştir. Çağdaş kapsayıcı eğitim anlayışı, özel gereksinimli bireyler dahil tüm öğrencilerin bireysel ihtiyaçları gözetilerek beraber nitelikli eğitim almasını öncelik olarak benimsemektedir. Bu bağlamda, bu bölüm engellilik konusundaki tarihsel gelişimlerin toplumsal farkındalık ve eğitim politikaları üzerindeki etkisi hakkında derinlemesine bilgi verilmektedir. Ayrıca, bu gelişmelerin daha da anlamlandırılabilmesi için Kapsayıcı Eğitim İndeksi, Kapsayıcı Pedagoji, Öğretimde Evrensel Tasarım ve Farklılaştırılmış Öğretim gibi kabul gören yaklaşımlar sunulmuştur. Kapsayıcı eğitim yaklaşımının uygulamaya nasıl aktarılabileceği ve öğrencilerin çeşitli ihtiyaçlarını karşılamayı amaçlayarak adaletli, eşitlikçi ve etkin öğrenmeyi nasıl oluşturabileceği bu modeller yoluyla anlatılmıştır.
Referanslar
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Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. London: Routledge.
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Amaç, Z. (2021). Kapsayıcı eğitim ve ilkokul öğretmenleri: Sistematik bir inceleme. Elektronik Eğitim Bilimleri Dergisi, 10 (19), 74-97.
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Burke, J., Bezyak, J., Fraser, R. T., Pete, J., Ditchman, N., & Chan, F. (2013). Employers' attitudes towards hiring and retaining people with disabilities: A review of the literature. The Australian Journal of Rehabilitation Counselling, 19 (1), 21-38.
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Enç, M. (1980). Özel eğitim ve genel eğitimin ilişki ve etkileşimleri. Eğitim ve Bilim, 5 (26), 15-20.
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Hazir, O., & Harris, R. (2023). To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? European Journal of Special Needs Education. Doi: 10.1080/08856257.2023.2242028.
Hazır, O., & Williams, T. (In Review). The drivers of change in special education in Türkiye: Towards inclusive education. International Journal of Inclusive Education.
Hebron, J., Oldfield, J., & Humphrey, N. (2017). Cumulative risk effects in the bullying of children and young people with autism spectrum conditions. Autism, 21 (3), 291-300.
Hornby, G. (2021). Inclusive education for children with special educational needs: A critique. International Journal of Disability, Development and Education, 68 (4), 546-556.
Hornby, G. & Kauffman, J. M. (2021). Special and inclusive education: Perspectives, challenges and prospects. Education Sciences, 11 (7), 362. Doi: 10.3390/educsci11070362
Hornby, G., & Kauffman, J. M. (2024). Inclusive education, intellectual disabilities and the demise of full inclusion. Journal of Intelligence, 12 (2), 20. Doi: 10.3390/jintelligence12020020
Hosp, J. L., Huddle, S., Ford, J. W., & Hensley, K. (2016). Learning disabilities/special education. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of multi-tiered systems of support (pp. 43-58). New York: Springer.
Hsien, M., Brown, P. M., & Bortoli, A. (2012). Teacher qualifications and attitudes toward inclusion. Australasian Journal of Special and Inclusive Education, 36 (2), 26-41. Doi: 10.1375/ajse.33.1.26
Hughes, C. A., & Dexter, D. D. (2011). Response to intervention: A research-based summary. Theory into Practice, 50 (1), 4-11.
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Kashikar, L., Soemers, L., Lüke, T., & Grosche, M. (2023). Does the ‘Learning disability’label lower teachers’ performance expectations? Social Psychology of Education, 26 (4), 971-1000.
Kaşgarlı Mahmud. (2016). Divan-ü lugat-it-Türk (Dördüncü bas.). Konya: Salon Yayınları.
Kauffman, J. M., & Hornby, G. (2020). Inclusive vision versus special education reality. Education Sciences, 10 (9), 258. Doi: 10.3390/educsci10090258
Kudlick, C. J. (2003). Disability history: Why we need another “other”. The American Historical Review, 108 (3), 763-793.
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Referanslar
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6 (1), 7-16.
Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. London: Routledge.
Akkök, F. (2001). The past, present and future of special education: The Turkish Perspective. Mediterranean Journal of Educational Studies, 6 (1), 15-22.
Amaç, Z. (2021). Kapsayıcı eğitim ve ilkokul öğretmenleri: Sistematik bir inceleme. Elektronik Eğitim Bilimleri Dergisi, 10 (19), 74-97.
Amaç, Z. (2023). Sınıf öğretmenlerinin kapsayıcı eğitim ve uygulamalarına ilişkin görüşleri. Yayımlanmamış doktora tezi. Dicle Üniversitesi.
Appelbaum, M. (2009). The one-stop guide to implementing RTI: Academic and behavioral interventions, K-12. London: Sage.
Barton, L. 2003. Inclusive education and teacher education: A basis of hope or a discourse of delusion, University of London, Institute of Education. http://www.leeds.ac.uk/disability-studies/archiveuk/barton/inclusive%20education.pdf
Booth, T. (2011). The name of the rose: Inclusive values into action in teacher education. Prospects, 41 (3), 303-318.
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education (CSIE).
Booth, T. & Ainscow, M., (2011). Index for inclusion: Developing learning and participation in schools (Third edit.). Bristol: Centre for Studies on Inclusive Education (CSIE).
Burke, J., Bezyak, J., Fraser, R. T., Pete, J., Ditchman, N., & Chan, F. (2013). Employers' attitudes towards hiring and retaining people with disabilities: A review of the literature. The Australian Journal of Rehabilitation Counselling, 19 (1), 21-38.
CAST (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org
Crane, L., Chester, J. W., Goddard, L., Henry, L. A., & Hill, E. (2016). Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom. Autism, 20 (2), 153-162.
Çitil, M. (2021). Türkiye’de özel eğitim: Tarihsel, politik ve yasal gelişmeler (Üçüncü. bas.). Ankara: Vize Akademik.
Department for Education and Department of Health and Social Care. (2015). Special educational needs and disability code of practice: 0 to 25 years. London: Department for Education.
Edyburn, D. L. (2005). Universal design for learning. Special Education Technology Practice, 7 (5), 16-22.
Enç, M. (1980). Özel eğitim ve genel eğitimin ilişki ve etkileşimleri. Eğitim ve Bilim, 5 (26), 15-20.
Enç, M. (2022). Bitmeyen gece (Yirmi sekizinci bas.). İstanbul: Ötüken.
Finkelstein, V. (1980). Attitudes and disabled people: Issues for discussion. New York: World Rehabilitation Fund, Inc.
Florian, L. (2009). Towards inclusive pedagogy. In P. Hick, R. Kershner & P. Farrell (Eds.), Psychology for inclusive education: new directions in theory and practice (pp. 38–51). London: Routledge Falmer.
Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23 (7-8), 691-704.
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37 (5), 813-828.
Florian, L., Black-Hawkins, K., & Rouse, M. (2016). Achievement and inclusion in schools. London: Routledge.
Florian, L., Young, K., & Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14 (7), 709-722.
Forlin, C. (2010). Developing and implementing quality inclusive education in Hong Kong: Implications for teacher education. Journal of Research in Special Educational Needs, 10, 177-184.
Friend, M. (2018). Special education: Contemporary perspectives for school professionals (Fifth edit.). Boston: Pearson.
Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom teachers (Sixth edit.). New York: Pearson.
Galloway, D. (2018). Schools, pupils and special educational needs. London: Routledge.
Gravel, J. W., & Tucker-Smith, N. (2024). Universal design for learning guidelines: Past, present and promise. In T. E. Hall, K. H. Robinson, & D. Gordon (Eds.), Universal design for learning in the classroom: Practical applications for K–12 and beyond (Second edit.) (pp. 1-28). New York: The Guilford Press.
Gül, S. O. (2014). Farklılaştırılmış öğretim ve uyarlamalar. Ufuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3 (5), 111-123.
Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: realising the potential of school-based teacher education. Maidenhead: Open University Press.
Hazir, O., & Harris, R. (2023). To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? European Journal of Special Needs Education. Doi: 10.1080/08856257.2023.2242028.
Hazır, O., & Williams, T. (In Review). The drivers of change in special education in Türkiye: Towards inclusive education. International Journal of Inclusive Education.
Hebron, J., Oldfield, J., & Humphrey, N. (2017). Cumulative risk effects in the bullying of children and young people with autism spectrum conditions. Autism, 21 (3), 291-300.
Hornby, G. (2021). Inclusive education for children with special educational needs: A critique. International Journal of Disability, Development and Education, 68 (4), 546-556.
Hornby, G. & Kauffman, J. M. (2021). Special and inclusive education: Perspectives, challenges and prospects. Education Sciences, 11 (7), 362. Doi: 10.3390/educsci11070362
Hornby, G., & Kauffman, J. M. (2024). Inclusive education, intellectual disabilities and the demise of full inclusion. Journal of Intelligence, 12 (2), 20. Doi: 10.3390/jintelligence12020020
Hosp, J. L., Huddle, S., Ford, J. W., & Hensley, K. (2016). Learning disabilities/special education. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of multi-tiered systems of support (pp. 43-58). New York: Springer.
Hsien, M., Brown, P. M., & Bortoli, A. (2012). Teacher qualifications and attitudes toward inclusion. Australasian Journal of Special and Inclusive Education, 36 (2), 26-41. Doi: 10.1375/ajse.33.1.26
Hughes, C. A., & Dexter, D. D. (2011). Response to intervention: A research-based summary. Theory into Practice, 50 (1), 4-11.
Hürriyet Gazetesi. (2024, 7 Haziran). Anaokulundaki mezuniyet töreninden dışlanan otizmli Asil’in annesi: Varız buradayız yok sayamazsınız. Hürriyet. https://www.hurriyet.com.tr/gundem/anaokulundaki-mezuniyet-toreninden-dislanan-otizmli-asilin-annesi-variz-buradayiz-yok-sayamazsiniz-42473738
ICF. (2001). International classification of functioning, disability, and health (ICF): Biopsychosocial model of disability. World Health Organization. https://www.cdc.gov/nchs/data/icd/icfoverview_finalforwho10sept.pdf
Kashikar, L., Soemers, L., Lüke, T., & Grosche, M. (2023). Does the ‘Learning disability’label lower teachers’ performance expectations? Social Psychology of Education, 26 (4), 971-1000.
Kaşgarlı Mahmud. (2016). Divan-ü lugat-it-Türk (Dördüncü bas.). Konya: Salon Yayınları.
Kauffman, J. M., & Hornby, G. (2020). Inclusive vision versus special education reality. Education Sciences, 10 (9), 258. Doi: 10.3390/educsci10090258
Kudlick, C. J. (2003). Disability history: Why we need another “other”. The American Historical Review, 108 (3), 763-793.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory & practice. Wakefield, MA: CAST Professional Publishing.
Millî Eğitim Bakanlığı. (2021). Kapsayıcı eğitim nedir? https://kizihl29.meb.k12.tr/meb_iys_dosyalar/29/01/762632/dosyalar/2021_03/17111819_KapsayYcY_eYitim_BirleYtirilmiY.pdf
Millî Eğitim Bakanlığı. (2022). Kaynaştırma/bütünleştirme yoluyla eğitim uygulamaları ulusal eylem planı (2022-2026) kapsamındaki çalışmalar. https://orgm.meb.gov.tr/www/kaynastirmabutunlestirme-yoluyla-egitim-uygulamalari-ulusal-eylem-plani-2022-2026-kapsamindaki-calismalar/icerik/2348
NTV. (2017, Mart 20). Kan nakliyle HIV bulaştı, şimdi 21 yaşında. https://www.ntv.com.tr/saglik/kan-nakliyle-hiv-bulasti-simdi-21-yasinda,3DoTDWhlqk6FzReFKUOBIg
Oliver, M. (1990). The politics of disablement. London: Palgrave.
Oliver M. (2013). The social model of disability: thirty years on. Disability & Society, 28 (7), 1024-1026. Doi: 10.1080/09687599.2013.818773
Özel Eğitim Hizmetleri Yönetmeliği. (2018). Türkiye Millî Eğitim Bakanlığı. https://mevzuat.meb.gov.tr/.
Özer, S., & Yılmaz, E. (2016). Farklılaştırılmış öğretim. İçinde E. Yılmaz, M. Çalışkan, & S. A. Sulak (Ed.), Eğitim bilimlerinden yansımalar (ss. 127-140). İstanbul: Çizgi Kitabevi.
Pearson, V., Ip, F., Hui, H., & Yip, N. (2003). To tell or not to tell; disability disclosure and job application outcomes. Journal of Rehabilitation, 69 (4), 35-38.
Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15 (4), 47-51.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: ASCD.
Rubie‐Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80 (1), 121-135.
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