Araştırma Makalesi
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Sosyal Kabul: Özel Gereksinimlerle Çalışan Öğretmenlerin Sosyal Kabulünü Yordayan Değişkenler

Yıl 2023, Cilt: 7 Sayı: 2, 462 - 482, 31.07.2023

Öz

Bu araştırmanın amacı, özel gereksinimli öğrencilerle çalışan öğretmenlerin sosyal kabul düzeylerini ve onların sosyal kabullerini yordayan değişkenleri belirlemektir. Bu amaçla çeşitli branşlardan 318 öğretmen araştırmaya dahil edilmiştir. Araştırma ilişkisel tarama modeline dayalı betimsel bir çalışmadır. Araştırmada veri toplama aracı olarak Özel Gereksinimli Bireyler İçin Öğretmen Sosyal Kabul Ölçeği, Öğretmenlik Mesleğine Bağlılık Ölçeği ve Öğrenci-Öğretmen İlişkileri Ölçeği-Kısa Form kullanılmıştır. Elde edilen verilerin analizinde t-testi, Pearson Çarpım Momentleri korelasyon katsayıları ve çoklu doğrusal regresyon analizi yapılmıştır. Analiz sonucunda özel gereksinimli bireylerle çalışan öğretmenlerin sosyal kabul düzeylerinin cinsiyetlerine göre farklılık göstermediği, mesleğe bağlılık ve öğrenci-öğretmen ilişkisi değişkenlerinin sosyal kabulü yüksek ve yüksek düzeyde yordadığı bulunmuştur. önemli düzeyde. Bulgular alan yazın çerçevesinde tartışılmış ve önerilerde bulunulmuştur.

Kaynakça

  • Aktan, O. (2018). Kaynaştırma eğitiminde takım destekli bireyselleştirme tekniğinin öğrencilerin ders başarısı derse karşı tutum ve sosyal kabul düzeylerine etkisi. [unpublished doctoral thesis ]. Gazi Üniversitesi, Ankara.
  • 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 Eğitim Dergisi, 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 Eğitim Dergisi, 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.] Ilkogretim Online, 18(2), 521-538.
  • Baydik, B., & Bakkaloglu, 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.] (Unpublished Master Thesis). Dokuz Eylül Üniversitesi, İzmir.
  • 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. Thèse de doctorat inédite, Ohio State University, Ohio, United States.
  • Chong, S.K.S., Forlin C., & M.L. Au. (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): 161–79.
  • 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. (Doctoral dissertation). Université de Montréal, Faculté des sciences de l'éducation.
  • 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] (Yayımlanmamış Yüksek Lisans Tezi). Pamukkale Üniversitesi, Denizli.
  • 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] Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 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.
  • 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] Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 2(2), 120-132.
  • Leary, M.R. (2010). Affiliation, acceptance, and belonging. In S.T. Fiske, D.T. Gilbert & G. Lindzey (Eds.), In Handbook of social psychology (Vol. 2, p. 864–897). New York, NY: 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 İn Psychology, 7, 1-9. https://doi.org/10.3389/fpsyg.2016.01988
  • Martineau, S. (2006). À propos de l’insertion professionnelle en enseignement. Formation Et Profession, 12(2), 48-54. Melo, Mb, Barbosa, Ma, & Souza, Pr. (2011). Job satisfaction of nursing staff: İntegrative Review. Rev Lat Am Enfermagem, 19(4), 1047–55.
  • Mutkins E, Kahverengi Rf & Thorsteinsson E.B. (2011). Stress, depression, workplace and social supports and burnout in intellectual disability support staff. J Intellect Disabil Res., 55(5), 500-10.
  • 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. (Çev:, F. G. Akbalık & B. D .Karaduman) Ankara: İmge
  • TUİK (2020). Engelli Bireylerin Yaş Grubu ve Cinsiyete Göre Dağılımı [Distribution of Disabled Individuals by Age Group and Gender] Erişim Adresi: 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] Ankara: 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 Eğitim ve İnsan Bilimleri Dergisi, 5(1), 11-47.
  • Van Der Meer, L., Nieboer Ve 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 Press.
  • 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] Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 8(2), 463-482. https://doi.org/10.18506/anemon.662930
  • Zarafshan, H., Mohammadi, M. R., Ahmadi, F., & Arsalani, A. (2013). Job burnout among ıranian elementary school teachers of students with autism: a comparative study. Iranian Journal Of Psychiatry, 8(1), 20-7.

Social Acceptence: Variables Predicting Social Acceptance of Teachers Working with Special Needs

Yıl 2023, Cilt: 7 Sayı: 2, 462 - 482, 31.07.2023

Öz

The aim of this study was to determine the social acceptance levels of teachers working with students with special needs and the variables that predict their social acceptance. For this purpose, 318 teachers from various branches were included in the study. The study is a descriptive study based on the relational survey model. In the study, Teacher Social Acceptance Scale for Individuals with Special Needs, Commitment to Teaching Profession Scale and Student-Teacher Relationship Scale-Short Form were used as data collection tools. In the analysis of the obtained data, t-test, Pearson Product Moments correlation coefficients and multiple linear regression analysis were performed. Because of the analysis, it was found that the social acceptance levels of teachers working with individuals with special needs did not differ according to their gender, and that the variables of commitment to the profession and student-teacher relationship predicted social acceptance at a high and significant level. The findings were discussed within the framework of the literature and suggestions were made.

Kaynakça

  • Aktan, O. (2018). Kaynaştırma eğitiminde takım destekli bireyselleştirme tekniğinin öğrencilerin ders başarısı derse karşı tutum ve sosyal kabul düzeylerine etkisi. [unpublished doctoral thesis ]. Gazi Üniversitesi, Ankara.
  • 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 Eğitim Dergisi, 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 Eğitim Dergisi, 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.] Ilkogretim Online, 18(2), 521-538.
  • Baydik, B., & Bakkaloglu, 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.] (Unpublished Master Thesis). Dokuz Eylül Üniversitesi, İzmir.
  • 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. Thèse de doctorat inédite, Ohio State University, Ohio, United States.
  • Chong, S.K.S., Forlin C., & M.L. Au. (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): 161–79.
  • 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. (Doctoral dissertation). Université de Montréal, Faculté des sciences de l'éducation.
  • 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] (Yayımlanmamış Yüksek Lisans Tezi). Pamukkale Üniversitesi, Denizli.
  • 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] Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 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.
  • 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] Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 2(2), 120-132.
  • Leary, M.R. (2010). Affiliation, acceptance, and belonging. In S.T. Fiske, D.T. Gilbert & G. Lindzey (Eds.), In Handbook of social psychology (Vol. 2, p. 864–897). New York, NY: 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 İn Psychology, 7, 1-9. https://doi.org/10.3389/fpsyg.2016.01988
  • Martineau, S. (2006). À propos de l’insertion professionnelle en enseignement. Formation Et Profession, 12(2), 48-54. Melo, Mb, Barbosa, Ma, & Souza, Pr. (2011). Job satisfaction of nursing staff: İntegrative Review. Rev Lat Am Enfermagem, 19(4), 1047–55.
  • Mutkins E, Kahverengi Rf & Thorsteinsson E.B. (2011). Stress, depression, workplace and social supports and burnout in intellectual disability support staff. J Intellect Disabil Res., 55(5), 500-10.
  • 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. (Çev:, F. G. Akbalık & B. D .Karaduman) Ankara: İmge
  • TUİK (2020). Engelli Bireylerin Yaş Grubu ve Cinsiyete Göre Dağılımı [Distribution of Disabled Individuals by Age Group and Gender] Erişim Adresi: 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] Ankara: 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 Eğitim ve İnsan Bilimleri Dergisi, 5(1), 11-47.
  • Van Der Meer, L., Nieboer Ve 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 Press.
  • 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] Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 8(2), 463-482. https://doi.org/10.18506/anemon.662930
  • Zarafshan, H., Mohammadi, M. R., Ahmadi, F., & Arsalani, A. (2013). Job burnout among ıranian elementary school teachers of students with autism: a comparative study. Iranian Journal Of Psychiatry, 8(1), 20-7.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Emre Laçin 0000-0003-0262-1743

Mustafa Ceylan 0000-0003-1922-0161

Yayımlanma Tarihi 31 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 2

Kaynak Göster

APA Laçin, E., & Ceylan, M. (2023). Social Acceptence: Variables Predicting Social Acceptance of Teachers Working with Special Needs. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(2), 462-482.

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