Beden eğitimi öğretmenlerinin otizmli kaynaştırma/bütünleştirme öğrencisine yönelik his, tutum ve görüşlerinin incelenmesi
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
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Yayıncı
Trakya Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, beden eğitimi öğretmenlerinin otizmli kaynaştırma/bütünleştirme öğrencisine yönelik his, tutum ve görüşlerinin incelenmesi amaçlanmıştır. Araştırma örneklemini Edirne İl Milli Eğitim Müdürlüğüne bağlı özel/resmi okullarda öğretmenlik yapan beden eğitimi öğretmenleri oluşturmaktadır. Araştırma verilerinin belirlenmesi araştırmacı tarafından geliştirilen ‘‘Kişisel Biliği Formu’’ ve Segal (2011) tarafından OSB olan öğrencilerin yerleştirilmesi ve kaynaştırılması amacıyla geliştirilen ve Ahmetoğlu, Burak & Acar (2017) tarafından Türkçe’ye uyarlanan Yerleştirme ve Hizmet Anketi’nin (PASS) dördüncü bölümü “Otizm Spektrum Bozukluğu Olan Kaynaştırma/Bütünleştirme Öğrencisine Yönelik His, Tutum ve Görüşler Ölçeği- OKHTÖ” kullanılmıştır. Araştırmada anket yolu ile sağlanan veriler SPSS 17 paket programı ile analiz elde edilmiş ve değerlendirilmiştir. Katılımcıların anket formundaki ifadeler karşısındaki tutumları, her bir soru için frekans dağılımı ve yüzde oranları dağılımı ile incelenmiştir. Değişkenlerin normal dağılımdan gelme durumları araştırılırken Kolmogorov-Smirnov ve Shapiro Wilk’s testlerinden yararlanılmıştır. Sonuçlar yorumlanırken anlamlılık düzeyi olarak 0,05 kullanılmış olup; p<0,05 olması durumunda değişkenlerin normal dağılıma uyum göstermediği, p>0,05 olması durumunda ise değişkenlerin normal dağılıma uyum gösterdikleri belirtilmiştir. Araştırmanın katılımcı grupları arasındaki farklılıklar incelenirken değişkenlerin normal dağılıma uyum gösterdikleri durumlarda İlişkisiz (Bağımsız) Örneklem t - Testinden (Independent Sample t - Testi) yararlanılmıştır. Araştırmaya gönüllü olarak katılan beden eğitimi öğretmenlerinin, engelliler içim beden eğitimi ve spor dersi, kaynaştırma eğitimine ilişkin yeterlikleri, yaş, cinsiyet, medini durum, ailelerinde ya da tanıdıkları engelli birey olup olmama, özel eğitim ve kaynaştırma eğitimi alıp almama, görev yaptıkları okullarda beden eğitimi ve spor salonlarının, ortamalarının koşullarının özel gereksinimli bireylere uygun olup olmama arasında anlımlılık incelenmiştir. Araştırma sonucunda; Test sonucunda ilgili değişkenler için elde edilen p değerlerinin 0,05’ten büyük olması durumunda verinin normal dağılıma uyduğu, küçük olması durumunda ise normal dağılıma uymadığı kabul edilmiştir. Beden eğitimi öğretmenleri hizmet yılı süresince özel eğitim gerektiren çocuklarla çalışma durumlarına göre ortalama ölçek puanları açısından istatistiksel olarak anlamlı bir farklılık olduğu (p<0,05) görülmüştür. Öğretmenliği süresince özel eğitim gerektiren çocuklarla çalıştığını belirten katılımcılara ait ortalama ölçek puanı (96,11) iken özel eğitim gerektiren çocuklarla çalışmadığını belirten beden eğitimi öğretmenlerine ait ortalama ölçek puanından (103,52) anlamlı derecede düşüktür olduğu bulunmuştur.
In this study, it is aimed to examine the feelings, attitudes and perceptions of physical education teachers towards an autistic inclusion/integration student. The research sample is composed of physical education teachers who teach in private/public schools under the title of Edirne Provincial National Education Directorate. The fourth part of the placement and service survey (PASS) adapted to Turkish by Ahmetoğlu, Burak & Acar (2017), was used as the ‘personal cognition form’ developed by the researchers and for the placement and integration of students with ASD by Segal (2011), and the fourth part of the “perception, attitude and perception scale for the inclusion/integration student with autism spectrum disorder” was used.The data provided by the questionnaire were analyzed and evaluated by SPSS 17 package program. The participants attitudes towards the expressions in the questionnaire were examined with frequency distribution and percentage distribution for each question. Kolmogorov-Smirnov and Shapiro Wilk's tests were used to investigate the normal distribution of variables. 0.05 was used as the level of significance when interpreting the results. In the case of the normal distribution, the probability distribution of a random variable is given by the following formula: If p <0.05, it was stated that the variables did not comply with the normal distribution, and if p> 0.05, the variables were consistent with the normal distribution. The independent Sample t - test was used to evaluate the differences between the participants in the study and compare the variables with the normal distribution.The purpose of this study was to investigate the adequacy of physical education and sports course with respect to the following factors: disability, inclusion education, age, gender, Medina status and family or acquaintance of disabled individuals. Thereby, it was of main importance to work out the probability of receiving special education and inclusion education, and the suitability of the conditions of physical education and sports halls in the schools for individuals with special needs.It is assumed that if the p values obtained for the related variables are greater than 0.05, the data is normal and if the data is smaller, the data is normal. Physical education teachers had a statistically significant difference in mean scale scores in terms of working with children requiring special education during the service year (p<0.05). It was found our that the average scale score (96.11) of the participants who stated that they were working with children who needed special education during the teaching period was significantly lower than the average scale score (103.52) of the physical education teachers who stated that they were not working with children who needed special education during the teaching period.
In this study, it is aimed to examine the feelings, attitudes and perceptions of physical education teachers towards an autistic inclusion/integration student. The research sample is composed of physical education teachers who teach in private/public schools under the title of Edirne Provincial National Education Directorate. The fourth part of the placement and service survey (PASS) adapted to Turkish by Ahmetoğlu, Burak & Acar (2017), was used as the ‘personal cognition form’ developed by the researchers and for the placement and integration of students with ASD by Segal (2011), and the fourth part of the “perception, attitude and perception scale for the inclusion/integration student with autism spectrum disorder” was used.The data provided by the questionnaire were analyzed and evaluated by SPSS 17 package program. The participants attitudes towards the expressions in the questionnaire were examined with frequency distribution and percentage distribution for each question. Kolmogorov-Smirnov and Shapiro Wilk's tests were used to investigate the normal distribution of variables. 0.05 was used as the level of significance when interpreting the results. In the case of the normal distribution, the probability distribution of a random variable is given by the following formula: If p <0.05, it was stated that the variables did not comply with the normal distribution, and if p> 0.05, the variables were consistent with the normal distribution. The independent Sample t - test was used to evaluate the differences between the participants in the study and compare the variables with the normal distribution.The purpose of this study was to investigate the adequacy of physical education and sports course with respect to the following factors: disability, inclusion education, age, gender, Medina status and family or acquaintance of disabled individuals. Thereby, it was of main importance to work out the probability of receiving special education and inclusion education, and the suitability of the conditions of physical education and sports halls in the schools for individuals with special needs.It is assumed that if the p values obtained for the related variables are greater than 0.05, the data is normal and if the data is smaller, the data is normal. Physical education teachers had a statistically significant difference in mean scale scores in terms of working with children requiring special education during the service year (p<0.05). It was found our that the average scale score (96.11) of the participants who stated that they were working with children who needed special education during the teaching period was significantly lower than the average scale score (103.52) of the physical education teachers who stated that they were not working with children who needed special education during the teaching period.
Açıklama
Anahtar Kelimeler
Beden Eğitimi Öğretmeni, Otizm, Kaynaştırma, Bütünleştirme, His, Tutum ve Görüş., Physical Education Teaching, Autism, İnclusion, İntegration, Feelings, Attitudes and Perceptions.
