Kaynaştırma Eğitiminde Okul Desteği: Karma Yöntem Araştırması

Abstract

In this study, the effect of various factors on the school support perception of the class and branch teachers who have inclusive students was investigated. Moreover, it's aimed to examine teachers' views on ”school support in inclusive education” thanks to semi-structured interviews. The study group of the quantitative research consists of 318 teachers (117 class teachers and 201 branch teachers) who work in primary and secondary schools in Kocaeli province in the 2018-2019 academic year, apply inclusive education and have inclusive students. The study group of the qualitative research consists of 20 volunteer teachers who participated in the quantitative research and have free time for the interviews. The research is formed by using mixed method that consists of quantitative research methods and qualitative research methods. In the quantitative research ”Perceived School Support Scale in İnclusive Education” which was adapted to Turkish by Arslan and Kılıç (2016) was applied to teachers by using descriptive method of research. In qualitative research , semi-structured interview technique was used. In both stages, ”Personal Information Form was used to learn teachers' personal features. In summarizing the data obtained from the quantitative study, definitive statistics are presented as tables that consist of average, standard deviation and standard error depending on the pattern of continuous variables. Categorical variables are summarized as numbers and percent. The normality of the numerical variables was checked by the Kolmogorov Smirnov test. In the comparison of two independent groups, where the numerical variables have normal distribution, Independent Samples t test was used. In the comparison of more than two independent groups, One-Way ANOVA test was used if the numerical variables have normal distribution and if the numerical variables don't have normal distribution, Kruskal-Wallis H test was used. Pearson's Correlation Coefficient was used to investigate the relationships between numerical variables. It is concluded that teachers' perception of school support in inclusive education vary significantly depending on their educational background and whether a special education teacher exists in the schools where they work. However, it's stated that variables such as gender, age, branch, professional experience, type of education, class size, diagnosis of inclusive students and existence of school counsellors have no effect on teachers' perception of school support. In the findings part, the people who support teachers in the process of inclusive education, the areas in which teachers need support, the importance and effects of school support and teachers' opinions on their own competences in inclusive education are examined in detail.