Original article | TAY Journal 2023, Vol. 7(2) 462-482
Emre Laçin, Mustafa Ceylan
pp. 462 - 482 | DOI: https://doi.org/10.29329/tayjournal.2023.543.06 | Manu. Number: tay journal.2023.021
Published online: July 31, 2023 | Number of Views: 22 | Number of Download: 233
Abstract
The present research aims to investigate the social acceptance of teachers who work with individuals with special needs, along with identifying the variables that may contribute to predicting social acceptance. The study comprised 318 primary and secondary school teachers affiliated with the Ministry of National Education in the central district of Antakya, Hatay province. Employing a descriptive survey model based on the relational model, the research utilized three data collection instruments: the Teacher Social Acceptance Scale for Individuals with Special Needs, the Commitment to Teaching Profession Scale, and the Student-Teacher Relationship Scale-Short Form. Analytically, the research data underwent examination through t-tests, Pearson product-moment correlation coefficients, and multiple linear regression analysis. The outcomes revealed that gender had no significant impact on the level of social acceptance among teachers working with students with special needs. However, both professional commitment and the student-teacher relationship emerged as influential and substantial predictors of social acceptance. The implications of these findings were thoroughly discussed within the framework of existing literature, and relevant recommendations were subsequently put forward.
Keywords: Social acceptance, social acceptance of special needs, teacher social acceptance
How to Cite this Article? |
---|
APA 6th edition Harvard Chicago 16th edition |
References |
---|
Aktan, O. (2018). Kaynaştırma eğitiminde takım destekli bireyselleştirme tekniğinin öğrencilerin ders başarısı derse karşı tutum ve sosyal kabul düzeylerine etkisi [The effect of team-assisted individualization technique on the academic successes of the students, attitude to lessons and social acceptance in inclusive education]. (Tez No. 526187). [Doctoral dissertation, Gazi University]. National Thesis Center. Aktan, O. (2021). Özel gereksinimli bireylere yönelik öğretmen sosyal kabul ölçeği’nin geliştirilmesi, geçerlik ve güvenirlik çalışması [Development, validity and reliability study of teacher social acceptance scale for individuals with special needs]. Trakya Journal of Education, 11(1), 315-332. https://doi.org/10.24315/tred.712982 Ası, D. Ş., & Karabay, Ş. O. (2018). Öğrenci-öğretmen ilişki ölçeği-kısa formunun Türkçe’ye uyarlanması [Adaptation of student-teacher relationship scale-short form into Turkish]. Ege Journal of Education, 19(1), 67-82. https://doi.org/10.12984/egeefd.322358 Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147. Bakkaloğlu, H., Sucuoğlu, B., & Özbek, A. B. (2019). Okul öncesinde özel gereksinimli olan ve normal gelişen çocukların sosyal kabul düzeylerinin incelenmesi [Examination of the social acceptance levels of children with special needs and normally developing preschoolers.]. Elementary Education Online, 18(2), 521-538. Baydik, B., & Bakkaloğlu, H. (2009). Predictors of sociometric status for low socioeconomic status elementary mainstreamed students with and without special needs. Educational Sciences: Theory and Practice, 9(2), 435-447. Bilen, E. (2007). Sınıf öğretmenlerinin kaynaştırma uygulamalarında karşılaştıkları sorunlarla ilgili görüşleri ve çözüm önerileri [Opinions of classroom teachers about the problems they encounter in inclusion practices and suggestions for solutions]. (Tez No. 211466) [Master Thesis, Dokuz Eylül University], National Thesis Center. Carroll, A., Forlin, C., & Jobling, A. (2003). The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities. Teacher Education Quarterly, 30(3), 65-79. Chang, M. L. (2009). Teacher emotion management in the classroom: Appraisal, regulation, and coping [Teacher emotion management in the classroom: Appraisal, regulation, and coping]. [Thèse de doctorat inédite, Ohio State University]. Chong, S. K. S., Forlin C., & Au, M. L. (2007). The influence of an inclusive education course on attitude change of pre-service secondary teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 35(2), 161–179. Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912-925. Çetin, E., Ceylan, M., & Taşlıbeyaz, H. F. (2022). Description of educational experiences and challenges faced by parents of children diagnosed with learning disability. International Journal, 14(3), 2761- 2789. David, R., & Bawa Kuyuni, A. (2012). Social inclusion: Teachers as facilitators in peer acceptance of students with disabilities in regular classrooms in Tamil Nadu, India. International Journal of Special Education, 27(2), 157-168. Da Costa, C. B. (2014). L'engagement professionnel chez les nouveaux enseignants et la satisfaction des gestionnaires d'école à l'égard du travail effectué par les enseignants novices [Professional commitment among new teachers and the satisfaction of school managers with the work done by novice teachers.]. [Doctoral dissertation, Université de Montréal, Faculté des sciences de l'éducation] https://doi.org/1866/11918 De Boer, A., Pijl, S. J., & Minnaert, A. (2012). Students' attitudes towards peers with disa-bilities: a review of the literature. International Journal of Disability, Development and Education, 59(4), 379-392. Diamond, K. E., Hong, S. Y., & Tu, H. (2008). Context influences preschool children's decisions to include a peer with a physical disability in play. Exceptionality, 16(3), 141-155. Dobbins, N., Higgins, K., Pierce, T., Tandy, R. D., & Tincani, M. (2010). An analysis of social skills instruction provided in teacher education and in-service training programs for general and special educators. Remedial and Special Education, 31(5), 358-367. Dudiyono, D., Wahyudi, S., & Mawardi, K. (2022). Analysis of the mainstreaming program for religious moderation for students: study of ministerial regulation of education and culture number 45 of 2014. International Journal of Social Science and Religion (IJSSR), 3(1), 55-70. Duran Düşünür, A. (2018). İlkokullarda kaynaştırma eğitiminde karşılaşılan sorunlara ilişkin öğretmen görüşleri [Teachers' views on the problems encountered in inclusive education in primary schools]. (Tez No. 506813) [Master Thesis, Pamukkale University], National Thesis Center. Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2009). Attitude of teachers towards the inclusion of special needs children in general education classroom: The case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education, 1(3), 155-169. Fırat, T. (2014). Farklı eğitim kademelerinde görev yapacak öğretmen adaylarının kaynaştırmaya yönelik tutumlarının incelenmesi [Examining the attitudes of teacher candidates who will work at different education levels towards inclusion]. Adiyaman University Journal of Social Sciences, 7(18), 597-628. Garrote, A. (2017). The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5(1), 1-15. Griggs, M. S., Gagnon, S. G., Huelsman, T. J., Kidder-Ashley, P., & Ballard, M. (2009). Student-teacher relationships matter: Moderating influences between temperament and preschool social competence. Psychology in the Schools, 46(6), 553-567. Guillemot, F., Lacroix, F., & Nocus, I. (2022). Teachers' attitude towards inclusive education from 2000 to 2020: An extended meta-analysis. International Journal of Educational Research Open, 3, 1-10. https://doi.org/10.1016/j.ijedro.2022.100175 Haq, F. S., & Mundia, L. (2012). Comparison of Brunei preservice student teachers’ attitudes to inclusive education and specific disabilities: Implications for teacher education. The Journal of Educational Research, 105(5), 366-374. Holmes, S. B. (2011). Improving the social interactions between students with disabilities and their peers: A comparison of interventions. [Doctoral dissertation, Oklahoma State University]. Howes, C., Shivers, E. M., & Ritchie, S. (2004). Improving social relationships in child care through a researcher-program partnership. Early Education and Development, 15(1), 57-78. Kaner, S. (2010). Examining teachers' self-efficacy beliefs of students with and without special needs. Ankara University, Journal of Faculty of Educational Sciences, 43(1), 193-217. Laçin, E., & Taşlıbeyaz, H. F. (2020). Kaynaştırma eğitimi tutum ölçeği (KETÖÇ)-Öğretmen formu: Bir ölçek geliştirme çalışması [Inclusive education attitude scale (KETÖÇ)-Teacher form: A scale development study]. International Journal of Karamanoglu Mehmetbey Educational Research, 2(2), 120-132. Leary, M. R. (2010). Affiliation, acceptance, and belonging. In S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), The Handbook of social psychology (Vol. 2, pp. 864–897). Wiley. Longobardi, C., Prino, L. E., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7, 1-9. https://doi.org/10.3389/fpsyg.2016.01988 Martineau, S. (2006). À propos de l’insertion professionnelle en enseignement [About professional integration in teaching]. Formation Et Profession 12(2), 48-54. Melo, M. B., Barbosa, M. A., & Souza, P. R. (2011). Job satisfaction of nursing staff: Integrative Review. Rev Lat Am Enfermagem, 19(4), 1047–1055. https://doi.org/10.1590/S0104-11692011000400026 Mutkins, E., Brown, R. F., & Thorsteinsson, E. B. (2011). Stress, depression, workplace and social supports and burnout in intellectual disability support staff. J Intellect Disabil Res., 55(5), 500-510. Nowicki, E. A. (2003). A meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly, 26(3) 171-188. Odom, S. L., Zercher, C., Li, S., Marquart, J. M., Sandall, S., & Brown, W. H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis. Journal of Educational Psychology, 98(4), 807-823. Rimm-Kaufman, S. E., Pianta, R. C., Early, D. M., Cox, M. J., Saluja, G., Bradley, R. H., & Payne, C. (2002). Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23(4), 451-470. Schrumpf, F., Crawford, D. K., & Bodine, R. J. (2007). Okulda çatışma çözme [Peer mediation: conflict resolution in schools: Student manual]. (F. G. Akbalık, & B. D. Karaduman, Trans.), İmge. Turkish Statistical Institute [TUİK]. (2020). Engelli bireylerin yaş grubu ve cinsiyete göre dağılımı [Distribution of disabled ındividuals by age group and gender]. Access of date: 07.05.2022. https://data.tuik.gov.tr/Search/Search?text=engelli Shukla, S. (2014). Teaching competency, professional commitment and job satisfaction-a study of primary school teachers. Journal of Research & Method in Education, 4(3), 44-64. Steers, R. M., & Spencer, D. G. (1977). The role of achievement motivation in job design. Journal of Applied Psychology, 62(4), 472. Sucuoğlu, B., & Kargın T. (2014). İlköğretimde kaynaştırma uygulamaları [Inclusion practices in primary education]. Kök. Tunca, N., Alkın-Şahin, S., & Oğuz, A. (2015). Öğretmenlerin eğitim inançları ile meslekî değerleri arasındaki ilişki. [The relationship between teachers' educational beliefs and professional values]. KALEM International Journal of Education and Human Sciences, 5(1), 11-47. Meer, L., Nieboer, A. P., Finkenflügel, H., & Cramm, J. M. (2018). The importance of person-centred care and co-creation of care for the well- being and job satisfaction of professionals working with people with intellectual disabilities. Scand J Caring Sci., 32(1), 76-81. Vignes, C., Godeau, E., Sentenac, M., Coley, N., Navarro, F., Grandjean, H., & Arnaud, C. (2009). Determinants of students’ attitudes towards peers with disabilities. Developmental Medicine & Child Neurology, 5, 473–479. Wentzel, K. R. (2009). Peers and academic functioning at school. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531–547). The Guilford. Wu, Y., Wu, J., Chen, Y., Han, L., Han, P., Wang, P., & Gao, F. (2015). Shyness and school adjustment among Chinese preschool children: Examining the moderating effect of gender and teacher–child relationship. Early Education and Development, 26(2), 149-166. Yıldız, S. (2020). Öğretmenlik mesleğine bağlılık ölçeğinin geliştirilmesi [Developing a scale of commitment to the teaching profession]. Journal of Social Sciences of Mus Alparslan University Anemon, 8(2), 463-482. https://doi.org/10.18506/anemon.662930 Zarafshan, H., Mohammadi, M. R., Ahmadi, F., & Arsalani, A. (2013). Job burnout among Iranian elementary school teachers of students with autism: A comparative study. Iranian Journal of Psychiatry, 8(1), 20-7. |