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School Administrators’ Views on the Inclusive Education of Unaccompanied Asylum-Seeker Children

Refakatsiz Sığınmacı Çocukların Kapsayıcı Eğitimine İlişkin Okul Yöneticilerinin Görüşleri

Gülizar Nesibe Mağralı0009-0003-1552-6195
Behiye Dağdeviren Ertaş(YOZGAT BOZOK ÜNİVERSİTESİ)0000-0003-2431-1914
Fulya Baris Pekmezci(YOZGAT BOZOK ÜNİVERSİTESİ)0000-0001-6989-512X
Pages
—
Publication Date
2026-05-02
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research findings indicate that teachers' lack of sufficient knowledge about inclusive education and the physical inadequacies of schools are among the most significant obstacles to inclusive education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research focuses on determining the views of school administrators regarding inclusive education approaches applied to asylum seeker children.
📊
Key Findings & Data:Participants consisted of principals and vice-principals from 13 schools in the city centre of Yozgat that host unaccompanied asylum seeker children.
💡
Conclusion & Impact:The research findings indicate that teachers' lack of sufficient knowledge about inclusive education and the physical inadequacies of schools are among the most significant obstacles to inclusive education.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Kapsayıcı Eğitim · Refakatsiz Sığınmacı Çocuklar · Okul Müdürleri

Abstract

This research focuses on determining the views of school administrators regarding inclusive education approaches applied to asylum seeker children. A case study, a qualitative research design, was adopted for this study. Participants consisted of principals and vice-principals from 13 schools in the city centre of Yozgat that host unaccompanied asylum seeker children. Data were collected using a semi-structured interview form created by the researchers. Inductive content analysis was used to interpret the findings. According to the school administrators' views, inclusive education is defined as a process that includes disadvantaged students in educational environments and identifies individual differences. Administrators also described inclusive education as a beneficial process that facilitates student adaptation and provides equal opportunities. However, school principals expressed the opinion that inclusive education efforts for disadvantaged groups in schools are not at a sufficient level. According to the school administrators' views, one of the obstacles to inclusive education is the negative attitudes of parents. The research findings indicate that teachers' lack of sufficient knowledge about inclusive education and the physical inadequacies of schools are among the most significant obstacles to inclusive education. Based on the findings of this study, it is recommended that policies aimed at preventing discrimination in schools be implemented.

Özet

Bu araştırma, refakatçisiz sığınmacı çocuklar için uygulanan kapsayıcı eğitim yaklaşımları hakkında okul yöneticilerinin görüşlerini belirlemeye odaklanmaktadır. Bu araştırma için bir nitel araştırma deseni olan durum çalışması benimsenmiştir. Katılımcılar, Yozgat'ın şehir merkezinden, refakatsiz mülteci çocuklara ev sahipliği yapan 13 okulun müdür ve müdür yardımcılarından oluşmaktadır. Araştırmacılar tarafından oluşturulmuş yarı yapılandırılmış görüşme formu kullanılarak, veriler toplanmıştır. Bulguların yorumlanmasında tümevarımsal içerik analizi yöntemi kullanılmıştır. Araştırmada okul yöneticilerinin görüşlerine göre kapsayıcı eğitim dezavantajlı öğrencileri eğitim ortamlarına dahil eden ve bireysel farklılıkların belirlendiği bir süreç olarak tanımlamışlardır. Aynı zamanda yöneticiler kapsayıcı eğitimi öğrencilerin uyumuna kolaylık sağladığı için fırsat eşitliği içeren ve yararlı bir süreç olarak ifade etmişlerdir. Bununla birlikte okul müdürleri okullarda dezavantajlı gruplara yönelik uygulanan kapsayıcı eğitim çalışmalarının yeterli düzeyde olmadığı yönünde görüşler belirtmişlerdir. Okul yöneticilerinin görüşlerine göre, kapsayıcı eğitimin önündeki engellerinden birinin velilerin olumsuz tutumları olduğu sonucuna ulaşılmıştır. Araştırma bulguları, öğretmenlerin kapsayıcı eğitim konusunda yeterli bilgiye sahip olmamalarının ve okulların fiziki yetersizliklerinin kapsayıcı eğitimin önündeki en önemli engeller arasında olduğunu göstermektedir. Bu çalışmanın bulgularına dayanarak, okullarda ayrımcılığı önlemeye yönelik politikaların uygulanması önerilmektedir.

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Cite This Article

Mağralı, G. N., Ertaş, B. D., Pekmezci, F. B. (2026). School Administrators’ Views on the Inclusive Education of Unaccompanied Asylum-Seeker Children. SDU International Journal of Educational Studies, Sayı: 1. https://doi.org/10.33710/sduijes.1870821

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