Perceptions of Science Teachers towards Some Concepts Related to Inclusive Education: Metaphor Study

Nazlı Gün; Seraceddin Levent Zorluoğlu

Article Details

Perceptions of Science Teachers towards Some Concepts Related to Inclusive Education: Metaphor Study

Authors:

Nazlı Gün | Seraceddin Levent Zorluoğlu

Publisher:

Ankara University

Main Topics:

Kapsayıcı Eğitim

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 2, pp.173-189

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001318695

pISSN:

1304-7639

Keywords:

Abstract:

 Introduction: This study was conducted to determine the science teachers perceptions towards the concepts of inclusive education, inclusive students, and individualized education programs IEP related to inclusive education. Method: 234 science teachers participated in the study, which was carried out in the phenomenological design. The metaphorical form developed by the researchers was used to collect the data within the scope of the research, and the obtained data were analyzed by the content analysis method. Findings: In the study, integrative, practice competence, negative connotation, fulfillment of needs, difference, supporting effect, process and other categories were created for the concept of inclusive education; externally dependent, promising, positive connotation, negative connotation and other categories for the concept of inclusion student; and supporting effect, content, formality and fulfillment of needs categories for the concept of IEP. Discussion: The metaphors created by the teachers for the concept of inclusive education were mostly collected under the integrative category; the metaphors created for the inclusive student mostly under the external dependent category, and the metaphors created for the concept of IEP mostly under the supporting effect category. It has been concluded that inclusive education generally provides integration and is perceived positively by teachers, inclusive students are perceived as needy and demanding more as externally dependent individuals, and IEP has a guiding perception by providing overall support to both teachers and students in the education and training process.

 Introduction: This study was conducted to determine the science teachers perceptions towards the concepts of inclusive education, inclusive students, and individualized education programs IEP related to inclusive education. Method: 234 science teachers participated in the study, which was carried out in the phenomenological design. The metaphorical form developed by the researchers was used to collect the data within the scope of the research, and the obtained data were analyzed by the content analysis method. Findings: In the study, integrative, practice competence, negative connotation, fulfillment of needs, difference, supporting effect, process and other categories were created for the concept of inclusive education; externally dependent, promising, positive connotation, negative connotation and other categories for the concept of inclusion student; and supporting effect, content, formality and fulfillment of needs categories for the concept of IEP. Discussion: The metaphors created by the teachers for the concept of inclusive education were mostly collected under the integrative category; the metaphors created for the inclusive student mostly under the external dependent category, and the metaphors created for the concept of IEP mostly under the supporting effect category. It has been concluded that inclusive education generally provides integration and is perceived positively by teachers, inclusive students are perceived as needy and demanding more as externally dependent individuals, and IEP has a guiding perception by providing overall support to both teachers and students in the education and training process.

 Introduction: This study was conducted to determine the science teachers perceptions towards the concepts of inclusive education, inclusive students, and individualized education programs IEP related to inclusive education. Method: 234 science teachers participated in the study, which was carried out in the phenomenological design. The metaphorical form developed by the researchers was used to collect the data within the scope of the research, and the obtained data were analyzed by the content analysis method. Findings: In the study, integrative, practice competence, negative connotation, fulfillment of needs, difference, supporting effect, process and other categories were created for the concept of inclusive education; externally dependent, promising, positive connotation, negative connotation and other categories for the concept of inclusion student; and supporting effect, content, formality and fulfillment of needs categories for the concept of IEP. Discussion: The metaphors created by the teachers for the concept of inclusive education were mostly collected under the integrative category; the metaphors created for the inclusive student mostly under the external dependent category, and the metaphors created for the concept of IEP mostly under the supporting effect category. It has been concluded that inclusive education generally provides integration and is perceived positively by teachers, inclusive students are perceived as needy and demanding more as externally dependent individuals, and IEP has a guiding perception by providing overall support to both teachers and students in the education and training process.

 Giriş: Bu çalışma fen bilimleri öğretmenlerinin kaynaştırma eğitimiyle ilgili kavramlardan kaynaştırma eğitimi, kaynaştırma öğrencisi ve bireyselleştirilmiş eğitim programı BEP kavramlarına yönelik algılarını belirlemek amacıyla yapılmıştır. Yöntem: Olgubilim deseninde gerçekleştirilen araştırmaya, 234 fen bilimleri öğretmeni katılmıştır. Araştırma kapsamında verilerin toplanmasında araştırmacılar tarafından geliştirilen metafor formu kullanılmış olup elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Bulgular: Çalışmada kaynaştırma eğitimi kavramına yönelik bütünleştirici, uygulama yeterliği, olumsuzluk ifade eden, gereksinimlerin giderilmesi, farklılık, destekleyici etki, süreç, ve diğer kategorileri; kaynaştırma öğrencisi kavramına yönelik dışa bağımlı, umut vadeden, olumlu anlam ifade eden, olumsuzluk ifade eden ve diğer kategorileri, BEP kavramına yönelik destekleyici etki, içerik, formalite ve gereksinimlerin giderilmesi kategorileri oluşturulmuştur. Tartışma: Kaynaştırma eğitimi kavramına yönelik öğretmenlerin oluşturdukları metaforlar en çok bütünleştirici kategorisinde, kaynaştırma öğrencisine yönelik oluşturulan metaforlar en çok dışa bağımlı kategorisinde, BEP kavramına yönelik oluşturulan metaforlar ise en çok destekleyici etki kategorisinde toplanmıştır. Öğretmenler tarafından genellikle kaynaştırma eğitiminin bütünleşmeyi sağladığı ve olumlu algılandığı, kaynaştırma öğrencilerinin dışa bağımlı bireyler olarak daha çok çaba gerektiren ve muhtaç olarak algılandığı, BEPin ise eğitim-öğretim sürecinde hem öğretmenlere hem öğrencilere genel olarak destek sağlayarak yol gösterici algısının olduğu sonucuna ulaşılmıştır.

Article Details

Perceptions of Science Teachers towards Some Concepts Related to Inclusive Education: Metaphor Study

Authors:

Nazlı Gün | Seraceddin Levent Zorluoğlu

Publisher:

Ankara University

Main Topics:

Kapsayıcı Eğitim

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 2, pp.173-189

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001318695

pISSN:

1304-7639

Individualized education program

inclusive education

inclusive student

metaphor

special educationBireyselleştirilmiş eğitim programı

kaynaştırma eğitimi

kaynaştırma öğrencisi

metafor

özel eğitim

Issues

Article Details

Authors: Nazlı Gün | Seraceddin Levent Zorluoğlu

Publisher: Ankara University

Main Topics: Kapsayıcı Eğitim

Journal: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 2, pp.173-189

Document Type: Article

Publication Date: 1/2024

Document Language: English

Document ID (Org No.): 2001318695

pISSN: 1304-7639

Issues

Authors:

Nazlı Gün | Seraceddin Levent Zorluoğlu

Publisher:

Ankara University

Main Topics:

Kapsayıcı Eğitim

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 2, pp.173-189

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001318695

pISSN:

1304-7639