Ogretmen egitimi programinin kaynastirma uygulamalari yurutulen okul oncesi siniflardaki ogretmen ve ozel gereksinimli cocuklar uzerindeki etkileri
Kaynastirmanin basarisinda, ogretmenlerin farkli ozellikleri olan cocuklarlacalisabilmeleri icin gerekli bilgi ve becerilere sahip olmasi gerekmektedir. Ogretmenleregerekli destek ve egitimler saglanmadiginda her ne kadar kaynastirma uygulamalarininyararlarini kabul etseler de uygulamalarin ozel gereksinimli (OG) cocuklar acisindanyararlari sinirli kalmaktadir. Bu arastirmanin amaci, sinifinda OG cocuk bulunan okuloncesi ogretmenler icin hazirlanan ve ogretmenlerin siniflarinda kolaycauygulayabilecekleri stratejilerden olusan bir ogretmen egitimi programinin ogretmen vecocuk ciktilari uzerindeki etkilerinin incelenmesidir. Calismada on test son test kontrolgruplu deneysel desenlerden statik grup on test son test desen kullanilmistir.Arastirmanin deney grubunu, Ankara ilinde bir bagimsiz anaokulunda tum gun gorevyapmakta olan 10 ogretmen kontrol grubunu ise ayni okulda yarim gun calisan 8ogretmen ve bu ogretmenlerin siniflarindaki OG cocuklar olusturmustur. Arastirmadaogretmen ve cocuk ciktilarini degerlendirmek amaciyla dereceleme olcekleri ve gozlemformlari kullanilmistir. Arastirmanin sosyal gecerligi ogretmen ve okul mudurunungoruslerine gore belirlenmistir. Arastirmanin dereceleme olcekleri ile toplananverilerine iliskin bulgularinda ogretmen egitiminin deney grubundaki ogretmenlerinsinif yonetimi stratejilerine yonelik goruslerini ve sinif yonetimine iliskin ozyetkinliklerini olumlu etkiledigi, OG cocuklarla catismalarinin azaldigi gorulmustur.Dogrudan gozlem sonuclari ogretmenlerin OG cocuklarla serbest zamandaetkilesimlerinin, cocuklara yonelttikleri olumlu davranislar olan odullendirme veogrenme firsati sunma davranislarinin arttigini gostermistir. Cocuk ciktilarinda ise,v6ogretmen goruslerine gore OG cocuklarin sosyal becerileri artmis, gozlem sonuclari dahem serbest zamanda hem de masa basi etkinliklerde problem davranislarininazaldigini, gorev davranislarinin arttigini ortaya koymustur. Hem ogretmenler hem deokul mudurunun goruslerine gore programin sosyal gecerliligi oldugu gorulmustur.Bulgular yurtdisi ve Turkiye'de okul oncesinde kaynastirma ve ogretmen egitimineiliskin alanyazin cercevesinde tartisilmistir.AbstractFor the success of inclusion teachers need to have sufficient knowledge andskills in order to work with children who have different skills. However when thenecessary support and education is not provided to teachers even though the teachersaccept the benefits of inclusion practices the benefits of inclusion remain limited interms of children with special needs. The purpose of this study was to examine theeffects of an in service training program which was developed for the inclusivepreschool teachers, consisted of evidence based strategies that teachers could use intheir classrooms on the outcomes of teachers and children. The static group pretestposttestdesign which was one of the pretest posttest designs with a control group wasused in the study. The experimental group included 10 teachers and the control groupincluded 8 teachers and their students with special needs who were attending a publicpreschool situated in Ankara, Turkey. In order to assess teacher and child outcomesrating scales and observation forms were used. Social validity of the study wasexamined by the opinions of teachers and the principal. Data collected by the ratingscales showed that teacher education had positive effects on opinions of the teachers inthe experimental group in terms of classroom management strategies, efficacy related toclassroom management and it decreased conflict with children with special needs.Direct observation of the teacher behaviors showed that for free play, teachers'interactions with children with special needs increased and teachers used more praisesfor and offered more learning opportunities to children with special needs. In terms ofchild outcomes, results showed that according to teacher opinions social skills ofvii8children with special needs improved, and according to the direct observations, theirproblem behaviors decreased both in table top activities and free play, moreover ontaskbehaviors increased for table top activities. Both teacher and principal opinionsshowed that the program had social validity. The results are discussed in the frameworkof both national and international literature for teacher education and inclusion in thepreschool.