Araştırma Makalesi
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Individuals with Disabilities in Elementary Turkish Textbooks

Yıl 2022, Cilt: 20 Sayı: 3, 806 - 827, 29.12.2022
https://doi.org/10.37217/tebd.1065649

Öz

In the process of including individuals with disabilities in general education classes, the attitudes of peers who show typical development also play a critical role. Therefore, the content of the texts written for all students should represent the world we live in and reflect the original stories through the depiction of appropriate characters and visuals. Thus, the purpose of this study was to investigate how much, at what level, and how individuals with disabilities are represented in Turkish textbooks. Primary and middle school (1st-8th grade) Turkish textbooks published by the Ministry of National Education have been used from the 2019-2020 academic year were examined. For this reason, this study is a qualitative research in which document analysis is administered and the qualitative data collection and evaluation methods are used. All texts related to individuals with disabilities were approximately 2.3% of the texts in all books, and the visual contents related to individuals with disabilities were approximately 3% of the visual contents in all books. The findings of this study indicated that the content related to special needs has a very low percentage compared to the whole content. Suggestions for future enhancements were discussed.

Kaynakça

  • Bernabe-Villodre, M. M. & Martínez-Bello, V. E. (2018). Analysis of gender, age and disability representation in music education textbooks: A research update. International Journal of Music Education, 36(1), 494-508. https://doi.org/10.1177/0255761418763900
  • Blumberg, R. L. (2007). Gender Bias in Textbooks: A Hidden Obstacle on the Road to Equality in Education. Background Paper for EFA Global Monitoring Report 2008.
  • Can, D., Pekbay, C., Hakverdi-Can, M., Kaya, G., Avşar-Tuncay, A. & Candan, S. (2017). İlköğretim ders kitaplarında engellilik. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 41, 75- 89.
  • Cheng, K. K. Y. & Beigi, A. B. (2011). Addressing students with disabilities in school textbooks. Disability & Society, 26(2), 239- 242. Coyne, M. D., Cook, B. G. & Therrien, W. J. (2016). Recommendations for replication research in special education: A framework of systematic, conceptual replications. Remedial and Special Education, 37(4), 244–253.
  • Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.
  • Crisp, T. & Hiller, B. (2011). Telling tales about gender: A critical analysis of Caldecott medal winning picture books, 1938–2011. Journal of Children’s Literature, 37(2), 18-29.
  • Crisp, V. & Sweiry, E. (2006). Can a picture ruin a thousand words? The effects of visual resources in exam questions. Educational Research, 48(2), 139–154. https://doi.org/10.1080/00131880600732249
  • Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children (NAEYC).
  • Diamond, K. E. & Hong, S. (2010). Young children’s decisions to include peers with physical disabilities in play. Journal of Early Intervention, 32, 163-177.
  • Dyson, L. L. (2005). Kindergarten children’s understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25, 95-105.
  • Favazza, P. C., Phillipsen, L. & Kumar, P. (2000). Strategies designed to promote and measure acceptance: A follow-up study of efficacy and reliability. Exceptional Children, 66, 491-508.
  • Flynn, K. S. (2001). Developing children’s oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44(2), 8-16.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8. b.). NY: McGraw-Hill.
  • Geray, H. (2006). Toplumsal araştırmalarda nicel ve nitel yöntemlere giriş: iletişim alanından örneklerle. Ankara: Siyasal.
  • Goldstein, S. B., Siegel, D. & Seaman, J. (2009). Limited access: The status of disability in introductory psychology textbooks. Teaching of Psychology, 37, 21-27. http://doi.org/10.1080/00986280903426290
  • Golos, D. B. & Moses, A. M. (2011). Representations of deaf characters in children’s picture books. American Annals of the Deaf, 156(3), 270-282.
  • Golos, D. B., Moses, A. M. & Wolbers, K. A. (2012). Culture or mdisability? Examining deaf characters in children’s book illustrations. Early Childhood Education Journal, 40, 239-249.
  • Haller, B., Dorries, B. & Rahn, J. (2006). Media labeling versus the U.S. disability community identity: A study of shifting cultural language. Disability & Society, 21, 61–75.
  • Haller, B. A. & Ralph, S. (2002). Current perspectives on advertising images of disability. G. Dines & J. Humez (Ed.), Gender, race and class in media (2. b.) içinde (s. 293-301). Thousand Oaks, CA: Sage.
  • Hardin, M. M. & Hardin, B. (2004). Distorted pictures: Images of disability in physical education textbooks. Adapted Physical Activity Quarterly, 21, 399-413.
  • Hartmann, D. P., Barrios, B. A. & Wood, D. D. (2004). Principles of behavioral observation. S. N. Haynes & E. M. Hieby (Ed.), Comprehensive handbook of psychological assessment (C. 3) içinde (s. 108-127). New York: John Wiley & Sons.
  • Hodkinson, A., Ghajarieh, A. & Salami, A. (2016). An analysis of the cultural representation of disability in school textbooks in Iran and England. Education, 46(1), 27-36. https://doi.org/10.1080/03004279.2016.1168861
  • Kurt, E. (2020). Okul öncesi öğretmenlerinin kahramanı hayvan olan hikâyelerin sınıf içi kullanımı ile ilgili görüşleri. Ekev Akademi Dergisi, 83, 227-239.
  • Leininger, M., Dyches, T. T., Prater, M. A. & Heath, M. A. (2010). Newberry award winning books 1975-2009: How do they portray disabilities? Education and Training in Autism and Developmental Disabilities, 45, 583-596.
  • Martínez-Bello, V. E. & Martínez-Bello, D. A. (2016). Depictions of human bodies in the illustrations of early childhood textbooks. Early Childhood Education Journal, 44(2), 181-190.
  • Martínez-Bello, V. E. & Martínez-Bello, J. T. (2017). Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments? Early Years, 37(2), 173-188.
  • MEB. (2020). Milli Eğitim İstatistikleri Örgün Eğitim 2019-2020. https://sgb.meb.gov.tr/meb_iys_dosyalar/2020_09/04144812_meb_istatistikleri_orgun_egitim_2019_2020.pdf sayfasından erişilmiştir.
  • Merriam, S. B. & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4. b.). San Francisco, CA: Jossey-Bass.
  • Mengi, A. (2019). Sosyal bilgiler ders kitabı ve öğretim programının engellilik açısından incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(4), 707-736. https://doi.org/10.21565/ozelegitimdergisi.123456
  • Nasatir, D. & Horn, E. (2003). Addressing disability as a part of diversity: through classroom children's literature. Young Exceptional Children, 6(4), 2-10. https://doi.org/10.1177/109625060300600401
  • Nind, M. (2005). Introduction: Models and practice in inclusive curricula. M. Nind, J. Rix, K. Sheehy & K. Simmons (Ed.), Curriculum and pedagogy in inclusive education: Values into practice içinde (s. 1–11). New York: RoutledgeFalmer.
  • Nowiski, E. A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. Journal of Intellectual Disability Research, 50, 335-348.
  • 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, 807-823.
  • O’Leary, Z. (2017). The essential guide to doing your research project. London, UK: SAGE Publications
  • Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C. & Leboeuf, L. M. (2015). Pick a book, any book: Using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18(1), 30-43.
  • Ostrosky, M. M. & Favazza, P. C. (2008). Establishing the efficacy of the special friends program (PR/Award#: R324A080071). Washington, DC: Institute of Education Sciences.
  • Özkubat, U., Sanır, H., Töret, G. & Babacan, A. (2016). Yetersizlikten etkilenmiş çocukların sosyal kabullerini sağlamada kaynaştırmaya hazırlık etkinliklerinin etkisi. Gazi Eğitim Bilimleri Dergisi, 2(3), 211- 232.
  • Price, C. L., Ostrosky, M. M. & Mouzourou, C., (2016). Exploring representations of characters with disabilities in library books. Early Childhood Education Journal, 44(6), 563-572. https://doi.org/10.1007/s10643-015-0740-3
  • Ünal, R. & Aladağ, S. (2020). Kapsayıcı eğitim uygulamaları bağlamında sorunlar ve çözüm önerilerinin incelenmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(1), 23-42.
  • Sak, R., Şahin-Sak, İ. T., Öneren-Şendil, Ç. & Nas, E. (2021). Bir araştırma yöntemi olarak doküman analizi. Kocaeli Üniversitesi Eğitim Dergisi, 4(1), 227-250. http://doi.org/10.33400/kuje.843306
  • Sipe, L. R. (2012). Revisiting the relationships between text and pictures. Children’s Literature in Education, 43(1), 4–21.
  • Şimşek, H., Dağistan, A., Şahin, C., Koçyiğit, E., Yalçinkaya, G. D., Kart, M. & Dağdelen, S. (2019). Kapsayıcı eğitim bağlamında Türkiye’de ilköğretim programlarında çokkültürlülüğün izleri. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 177-197.
  • Táboas-Pais, M. I. & Rey-Cao, A. (2012). Disability in physical education textbooks: An analysis of image content. Adapted Physical Activity Quarterly, 29, 310-328.
  • Tuncer, T., Karasu, N., Altunay, B. & Güler, Ö. (2011). Türkçe ilköğretim kitaplarında engel ve engellilik: bir doküman analizi örneği. Gazi Eğitim Fakültesi Dergisi, 31(2), 439-457.
  • Wedwick, L. & Latham, N. (2013). Socializing young readers: A content analysis of body size images in Caldecott medal winners. Socializing Young Readers, 52, 333–352.
  • Wieman, C. J. (2001). The effects of inclusionary programs on the self-concept of learning disabled students. (Master’s thesis). http://www.uwstout.edu/lib/thesis/2001/2001wiemanc.pdf sayfasından erişilmiştir.

İlköğretim Türkçe Ders Kitaplarında Özel Gereksinimli Bireyler

Yıl 2022, Cilt: 20 Sayı: 3, 806 - 827, 29.12.2022
https://doi.org/10.37217/tebd.1065649

Öz

Özel gereksinimli bireylerin genel eğitim sınıflarına dâhil edilmesi sürecinde tipik gelişim gösteren akranların tutumları da kritik rol oynamaktadır. Bu yüzden çocuklara yönelik yazılan metinlerin yaşadığımız dünyayı temsil etmesi, uygun karakterlerin ve görsellerin tasviri yoluyla özgün hikâyeleri yansıtması önem arz etmektedir. Bu çalışmanın amacı özel gereksinimli bireylerin ilköğretim Türkçe ders kitaplarında ne kadar, ne düzeyde ve nasıl yer aldığını ortaya koymaktır. Bu çalışmada 2019-2020 öğretim yılından itibaren kullanılmak üzere Millî Eğitim Bakanlığı tarafından basılmış ilkokul ve ortaokul (1. sınıf-8. sınıf) Türkçe ders kitapları incelenmiştir. Bu sebeple bu araştırma doküman analizine başvurulan, nitel veri toplama ve değerlendirme yöntemlerinin kullanıldığı nitel bir araştırmadır. Tüm kitaplarda yer alan metinlerin yaklaşık %2,3’ünü özel gereksinim ile ilgili metinler ve tüm kitaplarda yer alan görsel içeriklerin yaklaşık %3’ünü özel gereksinim ile ilgili görsel içerikler oluşturmaktadır. Araştırmanın bulguları, Türkçe kitaplarındaki özel gereksinim ile ilgili içeriklerin tüm içeriklere oranla çok düşük bir yüzdeye sahip olduğunu göstermektedir. Gelecekte atılabilecek adımlara yönelik öneriler tartışılmaktadır.

Kaynakça

  • Bernabe-Villodre, M. M. & Martínez-Bello, V. E. (2018). Analysis of gender, age and disability representation in music education textbooks: A research update. International Journal of Music Education, 36(1), 494-508. https://doi.org/10.1177/0255761418763900
  • Blumberg, R. L. (2007). Gender Bias in Textbooks: A Hidden Obstacle on the Road to Equality in Education. Background Paper for EFA Global Monitoring Report 2008.
  • Can, D., Pekbay, C., Hakverdi-Can, M., Kaya, G., Avşar-Tuncay, A. & Candan, S. (2017). İlköğretim ders kitaplarında engellilik. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 41, 75- 89.
  • Cheng, K. K. Y. & Beigi, A. B. (2011). Addressing students with disabilities in school textbooks. Disability & Society, 26(2), 239- 242. Coyne, M. D., Cook, B. G. & Therrien, W. J. (2016). Recommendations for replication research in special education: A framework of systematic, conceptual replications. Remedial and Special Education, 37(4), 244–253.
  • Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.
  • Crisp, T. & Hiller, B. (2011). Telling tales about gender: A critical analysis of Caldecott medal winning picture books, 1938–2011. Journal of Children’s Literature, 37(2), 18-29.
  • Crisp, V. & Sweiry, E. (2006). Can a picture ruin a thousand words? The effects of visual resources in exam questions. Educational Research, 48(2), 139–154. https://doi.org/10.1080/00131880600732249
  • Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children (NAEYC).
  • Diamond, K. E. & Hong, S. (2010). Young children’s decisions to include peers with physical disabilities in play. Journal of Early Intervention, 32, 163-177.
  • Dyson, L. L. (2005). Kindergarten children’s understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25, 95-105.
  • Favazza, P. C., Phillipsen, L. & Kumar, P. (2000). Strategies designed to promote and measure acceptance: A follow-up study of efficacy and reliability. Exceptional Children, 66, 491-508.
  • Flynn, K. S. (2001). Developing children’s oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44(2), 8-16.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8. b.). NY: McGraw-Hill.
  • Geray, H. (2006). Toplumsal araştırmalarda nicel ve nitel yöntemlere giriş: iletişim alanından örneklerle. Ankara: Siyasal.
  • Goldstein, S. B., Siegel, D. & Seaman, J. (2009). Limited access: The status of disability in introductory psychology textbooks. Teaching of Psychology, 37, 21-27. http://doi.org/10.1080/00986280903426290
  • Golos, D. B. & Moses, A. M. (2011). Representations of deaf characters in children’s picture books. American Annals of the Deaf, 156(3), 270-282.
  • Golos, D. B., Moses, A. M. & Wolbers, K. A. (2012). Culture or mdisability? Examining deaf characters in children’s book illustrations. Early Childhood Education Journal, 40, 239-249.
  • Haller, B., Dorries, B. & Rahn, J. (2006). Media labeling versus the U.S. disability community identity: A study of shifting cultural language. Disability & Society, 21, 61–75.
  • Haller, B. A. & Ralph, S. (2002). Current perspectives on advertising images of disability. G. Dines & J. Humez (Ed.), Gender, race and class in media (2. b.) içinde (s. 293-301). Thousand Oaks, CA: Sage.
  • Hardin, M. M. & Hardin, B. (2004). Distorted pictures: Images of disability in physical education textbooks. Adapted Physical Activity Quarterly, 21, 399-413.
  • Hartmann, D. P., Barrios, B. A. & Wood, D. D. (2004). Principles of behavioral observation. S. N. Haynes & E. M. Hieby (Ed.), Comprehensive handbook of psychological assessment (C. 3) içinde (s. 108-127). New York: John Wiley & Sons.
  • Hodkinson, A., Ghajarieh, A. & Salami, A. (2016). An analysis of the cultural representation of disability in school textbooks in Iran and England. Education, 46(1), 27-36. https://doi.org/10.1080/03004279.2016.1168861
  • Kurt, E. (2020). Okul öncesi öğretmenlerinin kahramanı hayvan olan hikâyelerin sınıf içi kullanımı ile ilgili görüşleri. Ekev Akademi Dergisi, 83, 227-239.
  • Leininger, M., Dyches, T. T., Prater, M. A. & Heath, M. A. (2010). Newberry award winning books 1975-2009: How do they portray disabilities? Education and Training in Autism and Developmental Disabilities, 45, 583-596.
  • Martínez-Bello, V. E. & Martínez-Bello, D. A. (2016). Depictions of human bodies in the illustrations of early childhood textbooks. Early Childhood Education Journal, 44(2), 181-190.
  • Martínez-Bello, V. E. & Martínez-Bello, J. T. (2017). Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments? Early Years, 37(2), 173-188.
  • MEB. (2020). Milli Eğitim İstatistikleri Örgün Eğitim 2019-2020. https://sgb.meb.gov.tr/meb_iys_dosyalar/2020_09/04144812_meb_istatistikleri_orgun_egitim_2019_2020.pdf sayfasından erişilmiştir.
  • Merriam, S. B. & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4. b.). San Francisco, CA: Jossey-Bass.
  • Mengi, A. (2019). Sosyal bilgiler ders kitabı ve öğretim programının engellilik açısından incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(4), 707-736. https://doi.org/10.21565/ozelegitimdergisi.123456
  • Nasatir, D. & Horn, E. (2003). Addressing disability as a part of diversity: through classroom children's literature. Young Exceptional Children, 6(4), 2-10. https://doi.org/10.1177/109625060300600401
  • Nind, M. (2005). Introduction: Models and practice in inclusive curricula. M. Nind, J. Rix, K. Sheehy & K. Simmons (Ed.), Curriculum and pedagogy in inclusive education: Values into practice içinde (s. 1–11). New York: RoutledgeFalmer.
  • Nowiski, E. A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. Journal of Intellectual Disability Research, 50, 335-348.
  • 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, 807-823.
  • O’Leary, Z. (2017). The essential guide to doing your research project. London, UK: SAGE Publications
  • Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C. & Leboeuf, L. M. (2015). Pick a book, any book: Using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18(1), 30-43.
  • Ostrosky, M. M. & Favazza, P. C. (2008). Establishing the efficacy of the special friends program (PR/Award#: R324A080071). Washington, DC: Institute of Education Sciences.
  • Özkubat, U., Sanır, H., Töret, G. & Babacan, A. (2016). Yetersizlikten etkilenmiş çocukların sosyal kabullerini sağlamada kaynaştırmaya hazırlık etkinliklerinin etkisi. Gazi Eğitim Bilimleri Dergisi, 2(3), 211- 232.
  • Price, C. L., Ostrosky, M. M. & Mouzourou, C., (2016). Exploring representations of characters with disabilities in library books. Early Childhood Education Journal, 44(6), 563-572. https://doi.org/10.1007/s10643-015-0740-3
  • Ünal, R. & Aladağ, S. (2020). Kapsayıcı eğitim uygulamaları bağlamında sorunlar ve çözüm önerilerinin incelenmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(1), 23-42.
  • Sak, R., Şahin-Sak, İ. T., Öneren-Şendil, Ç. & Nas, E. (2021). Bir araştırma yöntemi olarak doküman analizi. Kocaeli Üniversitesi Eğitim Dergisi, 4(1), 227-250. http://doi.org/10.33400/kuje.843306
  • Sipe, L. R. (2012). Revisiting the relationships between text and pictures. Children’s Literature in Education, 43(1), 4–21.
  • Şimşek, H., Dağistan, A., Şahin, C., Koçyiğit, E., Yalçinkaya, G. D., Kart, M. & Dağdelen, S. (2019). Kapsayıcı eğitim bağlamında Türkiye’de ilköğretim programlarında çokkültürlülüğün izleri. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 177-197.
  • Táboas-Pais, M. I. & Rey-Cao, A. (2012). Disability in physical education textbooks: An analysis of image content. Adapted Physical Activity Quarterly, 29, 310-328.
  • Tuncer, T., Karasu, N., Altunay, B. & Güler, Ö. (2011). Türkçe ilköğretim kitaplarında engel ve engellilik: bir doküman analizi örneği. Gazi Eğitim Fakültesi Dergisi, 31(2), 439-457.
  • Wedwick, L. & Latham, N. (2013). Socializing young readers: A content analysis of body size images in Caldecott medal winners. Socializing Young Readers, 52, 333–352.
  • Wieman, C. J. (2001). The effects of inclusionary programs on the self-concept of learning disabled students. (Master’s thesis). http://www.uwstout.edu/lib/thesis/2001/2001wiemanc.pdf sayfasından erişilmiştir.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Muhammed A. Karal 0000-0001-7721-3555

Neslihan Ünlüol Ünal 0000-0001-6762-1563

Yayımlanma Tarihi 29 Aralık 2022
Gönderilme Tarihi 31 Ocak 2022
Kabul Tarihi 25 Ağustos 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 20 Sayı: 3

Kaynak Göster

APA Karal, M. A., & Ünlüol Ünal, N. (2022). İlköğretim Türkçe Ders Kitaplarında Özel Gereksinimli Bireyler. Türk Eğitim Bilimleri Dergisi, 20(3), 806-827. https://doi.org/10.37217/tebd.1065649

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