Abstract
The aim of this study is to indicate the problems that Syrian refugee children, class teachers and Turkish children face in their school environment. The data of this study were realized via case study design which is one of the qualitative investigative designs. Interviews were carried out using the observation notes of the prospective teachers as well as their semi-structured discussion forms. As a result of the content analysis of data obtained from the research, it was seen that the most significant problem faced by the study participants was “language problem”. In connection with the language problem, it was seen that factors such as adaptation, communication, and pedagogic condition, social and emotional development influenced them negatively. As the Syrian students do not know Turkish and they are taught with the traditional methods, they do not benefit from the teaching activities and they get bored in classes. While this situation causes behavioral problems in the classroom, the teachers spend more time with the Syrian students. This makes them to fall behind and not to finish the curriculum in time. It is recommended classroom teachers should receive training on how to teach in a multicultural classroom, language courses should be opened, designated based on their age and knowledge of Turkish to solve the language problem of Syrian children and adults and classroom teachers should receive Teaching Turkish as a Foreign Language education. Key words: Syrian refugee children, integration, class management, multiculturalism, immigration.
Highlights
Turkey has always been a country receiving immigrants or a transit country due to its location
This study investigates the problems experienced by Syrian children, children of the host country and classroom teachers
As it is necessary to know how the laws, regulations and legislations were introduced in 2011, how the practices of NGOs and how the UN, integration and inclusive educational activities are taught to the Turkish and Syrian students and class teachers in the school environment, the main objective of this study is to discover the problems that Syrian refugee children, class teachers and the Turkish children face in the school environment
Summary
Turkey has always been a country receiving immigrants or a transit country due to its location. After the “Syrian Crisis”, which started in March 2011, Turkey began receiving immigrants from its neighbor Syria. According to the data from General Directorate of the Immigration Office (URL, 2020a) dated February 2020, the number of refugees coming to Turkey has reached 3.587.566. According to the February 2020 data of the Refugees Association. The Syrians were given shelter and medical facilities considering the fact that immigration would soon come to an end and they would return to their country. It is obvious that extreme increase in the number of refugees and dispersion of most of the refugees out of the camps have led to challenging problems in education, as well as in other areas. Besides being involved in designing education in the camps, from 2013 on Turkey has taken crucial decisions and implemented them to design education outside the camps (Seydi, 2014)
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