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The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers' Opinions about the Importance of Instructional Adaptations

Kaynaştırma Uygulamalarında Gerçekleştirilebilecek Uyarlamalar Eğitiminin Sınıf Öğretmenlerinin Uyarlamaların Önemine İlişkin Görüşlerine Etkisi

Emrah Bilgiç(SAKARYA ÜNİVERSİTESİ)0000-0002-6186-6786
Emine Sema Batu(MALTEPE ÜNİVERSİTESİ)0000-0003-0770-5145
Pages
401–418
Publication Date
2023-09-01
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AI Summary & Key Takeaways

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

Discussion: The research findings have been discussed within the framework of the relevant literature, and recommendations and limitations related to the study have been stated.

📌 3 Key Takeaways

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Objective & Hypothesis:Introduction: Adaptations must be made by teachers for students with Special Educational Needs (SEN) to take part in the successful inclusion practices (SIP) process and to ensure effective teaching.
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Key Findings & Data:The participants of the study are primary school class teachers from Hendek district of Sakarya province, who have students with SEN in their class (60 [Experimental group: n = 30, control group: n = 30] in the quantitative dimension, 31 teachers in the qualitative dimension).
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Conclusion & Impact:Discussion: The research findings have been discussed within the framework of the relevant literature, and recommendations and limitations related to the study have been stated.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Öğretimsel uyarlamalar · öğretmen eğitimi · başarılı kaynaştırma uygulamaları

Abstract

Introduction: Adaptations must be made by teachers for students with Special Educational Needs (SEN) to take part in the successful inclusion practices (SIP) process and to ensure effective teaching. However, teachers struggle to make adaptations for various reasons during the instructional process, either finding it difficult to make adequate adaptations or being unable to make any adaptations at all. For this reason, there is a problem with the realization of the SIP, and the educational needs of the students with SEN cannot be met properly. The study aims to examine the effect of an information package application (IPA) prepared on instructional adaptations (IA) for classroom teachers on teachers' opinions on the importance of IA. Method: In the study, mixed method and “multi-stage mixed design” were used as the research design. The research consists of five stages: i. Determination of opinion (requirement) before SIP, ii. SIP preparation and implementation, iii. determination of SIP effectiveness, iv. determination of social validity related to SIP, and v. Stage: Monitoring phase respectively. The participants of the study are primary school class teachers from Hendek district of Sakarya province, who have students with SEN in their class (60 [Experimental group: n = 30, control group: n = 30] in the quantitative dimension, 31 teachers in the qualitative dimension). The qualitative data of the research was obtained through focus group interviews (FGI). Quantitative dimension data of the research was obtained by using the Scale of Instructional Adaptations for Inclusion (SIMI); social validity data were obtained by using the Social Validity Form; and the data containing personal information was obtained by using the demographic information form. Findings: The findings of the research indicate that the implementation of the IPA has positively changed teachers' opinions regarding the importance of individualized education. “Social validity determination” findings of the study show that teachers find the IPA performed useful and functional. Discussion: The research findings have been discussed within the framework of the relevant literature, and recommendations and limitations related to the study have been stated.

Özet

Giriş: Özel gereksinimli öğrencilerin (ÖGÖ) başarılı kaynaştırma uygulamaları (BKU) sürecinde yer alabilmeleri ve etkili öğretimin sağlanabilmesi için öğretmenler tarafından uyarlamaların gerçekleştirilmesi çok önemlidir. Ancak öğretmenler öğretim sürecinde çeşitli nedenlerle uyarlama yapmakta zorlanmakta ya yetersiz uyarlama yapmakta ya da hiç uyarlama yapamamaktadır. Bu nedenle BKU gerçekleştirilmesinde sorun yaşanmakta ve ÖGÖ’lerin eğitim gereksinimleri gerektiği gibi karşılanamamaktadır. Araştırmanın amacı, sınıf öğretmenlerine yönelik öğretimsel uyarlamalar (ÖU) konusunda hazırlanan bir bilgilendirme paketi uygulamasının (BPU), öğretmenlerin ÖU’nun önemine ilişkin görüşleri üzerindeki etkisinin incelenmesidir. Yöntem: Araştırmada karma yöntem, araştırma deseni olarak “çok aşamalı karma desen” kullanılmıştır. Araştırma sırasıyla; i. BPU öncesi görüş (gereksinim) belirleme, ii. BPU hazırlanması ve uygulanması (öğretmen eğitimi), iii. BPU etkililiğinin belirlenmesi, iv. BPU’ya ilişkin sosyal geçerlik belirlenmesi ve v. Aşama: İzleme aşaması olmak üzere beş aşamadan oluşmaktadır. Araştırmanın katılımcıları; Sakarya ili Hendek ilçesinde, sınıfında ÖGÖ bulunan (nicel boyutta 60 [Deney grubu: n = 30, kontrol grubu: n = 30] kişi, nitel boyutta 31 kişi) ilkokul sınıf öğretmenleridir. Araştırmanın nitel boyut verileri odak grup görüşmeleriyle (OGG), nicel boyut verileri; Kaynaştırmaya İlişkin Düzenlemeler Ölçeği (KİDO) kullanılarak, sosyal geçerlik verileri Sosyal Geçerlik Formu kullanılarak ve kişisel bilgilerin yer aldığı veriler ise demografik bilgi formu kullanılarak elde edilmiştir. Bulgular: Araştırmanın bulguları; sınıf öğretmenlerine yönelik hazırlanan BPU’nun, ÖU’nun önemine ilişkin öğretmen görüşlerinin pozitif yönde değişmesinde etkili olduğu sonucunu göstermektedir. Araştırmanın “sosyal geçerlik belirleme” bulguları ise öğretmenlerin gerçekleştirilen BPU’yu yararlı ve işlevsel bulduklarını göstermektedir. Tartışma: Araştırma sonucu elde edilen bulgular alanyazın çerçevesinde tartışılmış, araştırmaya ilişkin öneriler ve sınırlılıklar belirtilmiştir.

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Cite This Article

Bilgiç, E., Batu, E. S. (2023). The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers' Opinions about the Importance of Instructional Adaptations. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Cilt: 24 Sayı: 3, 401–418. https://doi.org/10.21565/ozelegitimdergisi.1116380

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