Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri

Suad Sakallı Gümüş, Gretchen BUTERA, Lisa Anne HUMPHREYS
2.747 539

Öz


Abstract

Understanding the family perspective on partnering with teachers is critical for restructuring practices in preparing teachers to partner with families. In this study, the context of a course which was designed to prepare special education teachers for family-professional partnerships is used to examine how families of students with special needs view their role in school-family relationships, what they think about teachers partnering with families, and how teacher preparation programs might respond to the challenges that arise from the family perspective. Data were collected through surveys, interviews and focus group discussions and were analyzed using mixed-methods. Families reported that direct experience with families was essential to prepare teachers to work with them. They also made it clear that there was a mismatch between families' understanding of family-professional partnership and that of professionals. These findings have important implications for the design and content of teacher preparation programs.

Key words: Teacher preparation, special education, partnership, families, collaboration

Özet

Ailelerin aile-profesyonel ilişkileri hakkındaki düşüncelerini/görüşlerini anlamak öğretmen yetiştirme programlarımızı yapılandırmak ve öğretmenleri aile işbirliği konusunda etkili bir şekilde hazırlamakta kritik bir öneme sahiptir. Bu araştırmada, özel eğitim öğretmenlerini aile işbirliği konusunda hazırlamak için dizayn edilmiş bir kurs ortamını kullanarak engelli çocuklara sahip ailelerin öğretmenlerle işbirliği hakkındaki düşüncelerini inceleme yoluna gittik ve öğretmen yetiştirme programlarının aile yaklaşımlarından doğabilecek zorluklara nasıl cevap verebileceğini tayin etmeye çalıştık. Anket, görüşme ve küçük gurup toplantıları veri toplama yöntemleri olarak kullanılmıştır. Aile bireyleri öğretmenlerin ailelerle işbirliği için hazırlanmalarında ailelerle birebir görüşmelerin ve bu alanda stajların önemini vurguladılar. Buna ilaveten aileler, kendi profesyonel-aile işbirliği anlayışları ile profesyonellerin anlayışları arasında bir uyuşmazlık olduğunu dile getirdiler. Bu bulgular öğretmen yetiştirme programlarını dizayn etmede ve içeriğini oluşturmada önemli etkilere sahip ipuçları sağlamaktadır.

Anahtar Sözcükler: Öğretmen eğitimi, özel eğitim, ortaklık, aileler, işbirliği


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Referanslar


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