A special call from inclusive classroom teachers of Turkish students with specific learning disabilities (SLD): “I don’t want them to dissappear!”
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https://doi.org/10.14689/enad.33.521Keywords:
inclusive classroom teachers, reading, SLD, TurkeyAbstract
Students with specific learning disabilities continue their education in an inclusive environment in Türkiye. Teachers play an important role in effectively teaching students in inclusive settings. Teachers' classroom practices in reading, the most difficult academic area for students with specific learning disabilities, are critical for achieving successful results. There is a limited number of studies on this subject. This study aims to analyse the requirements, problems, and opinions of inclusive primary school teachers who teach students with specific learning disabilities. A qualitative research method was used in this study. The data were collected via semi-structured interviews with 11 inclusive classroom teachers in a study group and analysed through the content analysis method. The results show that the resources required for teaching students with specific learning disabilities in reading are insufficient and that the students need reading improvement programs. In addition, the teachers stated that the additional resources to support the students’ reading skills should consist of short, fun, and interesting texts.
References
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American Psychiatric Association. (2016). Neurodevelopmental Disorders. In Diagnostic and statistical manual of mental disorders (5th ed.), Arlington, VA, American Psychiatric Publishing.
Artiles, A. J., Harris-Murri, N., & Rostenberg, D. (2006). Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into Practice, 45, 260–268. doi:10.1207/s15430421tip4503_8
Baydık, B., Ergül, C., & Bahap Kudret, Z. (2012). Okuma güçlüğü olan öğrencilerin okuma akıcılığı sorunları ve öğretmenlerinin bu sorunlara yönelik öğretim uygulamaları. İlköğretim Online, 11(3), 778-789.
Berg, B. L. (2001). Qualitative research methods for the social sciences. Massachusetts, MA: Pearson.
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in specific education. Exceptional Children, 71, 195–207. doi:10.1177/001440290507100205
Buysse, V., & Bailey, D. B. Jr. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. The Journal of Specific Education, 26, 434–461. doi:10.1177/002246699302600407
Büyüköztürk, S., Cakmak, E. K., Akgün, O. E., Karadeniz, S., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (13th ed.) [Scientific Research Methods]. Ankara: Pegem Akademi.
Cakiroglu, O., & Melekoglu, M.A. (2014). Statistical trends and developments within inclusive education in Turkey. International Journal of Inclusive Education, 18, 798–808. doi:10.1080/13603116.2013.836573
Carlson, E., Lee, H., & Schroll, K. (2004). Identifying attributes of high quality specific education teachers. Teacher Education and Specific Education, 27,350–359. doi:10.1177/088840640402700403
Cavkaytar, A. (2006). Teacher training on specific education in Turkey. Turkish Online Journal of Educational Technology-TOJET, 5,41–45.
Cole, D. A., & Meyer, L. H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. The Journal of Specific Education, 25, 340–351. doi:10.1177/002246699102500306
Creswell, J. W., Hanson, W. E., Clark Plano, V.L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35, 236–264. doi:10.1177/0011000006287390
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15, 331–353. doi:10.1080/13603110903030089
Diken, İ. H., & Batu, S. (2010). Kaynaştırmaya giriş [Introduction to Inclusion]. In I. H. Diken (ed.), İlköğretimde kaynaştırma [Inclusion in Elementary School] (pp. 1–25). Ankara: Pegem Akademi.
Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6,113–126. doi:10.1080/13603110110067190
Finkelstein, S., Sharma, U., & Furlonger, B. (2019). The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education. doi:10.1080/13603116.2019.1572232
Freeman, S. F., & Alkin, M. C. (2000). Academic and social attainments of children with mental retardation in general education and specific education settings. Remedial and Specific Education, 21, 3–26. doi:10.1177/074193250002100102
Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J., Schumacher, R. F., Gersten, R., & Jordan, N. C. (2015). Inclusion versus specificized intervention for very low-performing students: What does access mean in an era of academic challenge? Exceptional Children, 81, 34–157. doi:10.1177/0014402914551743
Giangreco, M. F., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). I've counted Jon: Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59, 359–372. doi:10.1177/001440299305900408
Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2019). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children, 85, 329–346. doi:10.1177/0014402918795830
Görgün, B., & Melekoğlu, M. A. (2019a). Review of studies on SLD in Turkey. Sakarya University Journal of Education, 9, 83–106. doi:10.19126/suje.456198
Görgün, B., & Melekoğlu, M. A. (2019b). Development of a reading support program for students with SLD to improve reading fluency and comprehension skills. İlköğretim Online, 18, 698–713. doi:10.17051/ilkonline.2019.562034
Gürgür, H., & Uzuner, Y. (2010). Kaynaştırma sınıfında iş birliği ile öğretim uygulamalarına bakışın fenomenolojik analizi [A phenomenological analysis of the views on co-teaching applications in the inclusion classroom]. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory and Practice], 5(2), 15-27.
Hocutt, A. M. (1996). Effectiveness of specific education: Is placement the critical factor? The Future of Children, 6, 77–102. doi:10.2307/1602495
Hunt, P., & Goetz, L. (1997). Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. The Journal of Specific Education, 31, 3–29. doi:10.1177/002246699703100102
Idol, L. (2006). Toward inclusion of specific education students in general education: A program evaluation of eight schools. Remedial and Specific Education, 27, 77–94. doi:10.1177/07419325060270020601
Kuruyer, H. G., & Çakıroğlu, A. (2017). Primary school teachers’ opinions and practices in educational evaluation and intervention in process of specific learning difficulties. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 539-555.
Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148–182. doi:10.1598/RRQ.40.2.2
McDuffie, K. A., & Scruggs, T. E. (2008). The contributions of qualitative research to discussions of evidence-based practice in special education. Intervention in School and Clinic, 44(2), 91-97.
MEB (Milli Eğitim Bakanlığı) [Ministry of National Education]. (2006, May 31). Özel eğitim hizmetleri yönetmeliği [Regulation of Specific Education Services]. Official Gazette of Republic of Turkey, Issue 26184.
MEB (Milli Eğitim Bakanlığı) [Ministry of National Education]. (2018, July 7). “Özel eğitim hizmetleri yönetmeliği” [Regulation of Specific Education Services]. Official Gazette of Republic of Turkey.
MEB (Milli Eğitim Bakanlığı) [Ministry of National Education]. (2019). Türkiye eğitim istatistikleri 2018–2019 [Education Statistics of Turkey 2018–2019]. (Online), March 20, 2020.http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_istatistikleri_orgun_egitim_2018_2019.pdf
Melekoglu, M. A. (2015). Characteristics of inclusive classrooms in Turkey. The Journal of the International Association of Specific Education, 15, 24–30.
Melekoglu, M. A., Cakiroglu, O., & Malmgren, K. W. (2009). Specific education in Turkey. International Journal of Inclusive Education, 13, 287–298. doi:10.1080/13603110701747769
Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis. London: Sage.
Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of counseling psychology, 52(2), 250-260.
Özkardeş, O. G. (2013). Descriptive analysis of studies conducted in the field of SLD in Turkey. Boğaziçi Üniversitesi Eğitim Dergisi, 30, 123–153.
Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184–202. doi:10.1598/RRQ.40.2.3
Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title I Chicago child-parent centers. Educational Evaluation and Policy Analysis, 24, 267–303. doi:10.3102/01623737024004267
Ruppar, A.L., Bal, A., Gonzalez, T., Love, L., & McCabe, K. (2018). Collaborative Research: A New Paradigm for Systemic Change in Inclusive Education for Students with Disabilities. International Journal of Special Education, 33 (3), 778-795.
Saloviita, T. (2018). How common are inclusive educational practices among Finnish teachers? International Journal of Inclusive Education, 22, 560–575. doi:10.1080/13603116.2017.1390001
Sandall, S. R., Smith, B. J., McLean, M. E., & Ramsey, A. B. (2002). Qualitative research in early intervention/early childhood special education. Journal of Early Intervention, 25(2), 129-136
Scott, B. J., Vitale, M. R., & Masten. W. G. (1998). Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review. Remedial and Specific Education, 19, 106–119. doi:10.1177/074193259801900205
Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1–26. doi:10.1016/j.edurev.2010.07.002
Sucuoğlu, B. (2004). Türkiye'de Kaynaştırma Uygulamaları: Yayınlar/Araştırmalar [Inclusive practices in Turkey: Publications/Studies]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5, 15–23.
Sucuoğlu, B., & Kargın, T. (2010). I İlköğretim’de kaynaştırma uygulamaları [Inclusion practices in elementary schools]. Ankara: Kök Yayıncılık.
Swanson, E. A. (2008). Observing reading instruction for students with learning disabilities: A synthesis. Learning Disability Quarterly, 31, 115–133. doi:10.2307/25474643
Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328, 512–514. doi:10.1126/science.1186149
Thorius, K.A. K., & Santamaría Graff, C. (2018). Extend peer learning strategies for racial, linguistic and skilled learners. School and Clinic Intervention, 53 (3), 163-170.
U.S. Department of Education. (2018). Office of Specific Education and Rehabilitative Services, Office of Specific Education Programs, 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act 2018. Washington, D.C.: US Department of Education.
Waldron, N. L., & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395–405. doi:10.1177/001440299806400308
Willrodt, K., & Claybrook, S. (1995). Effects of inclusion on academic outcomes. Unpublished doctoral dissertation, Sam Houston State University, Hunstville, TX.
Yıldırım, A., & Şimşek, H. (2013). Social bilimlerde nitel araştırma yöntemleri (5th ed.) [Inclusive practices in Turkey: Publications/Studies]. Ankara: Seçkin Yayıncılık.
Yıldız, M. K., Yildirim, S. A., & Rasinski, T. (2012). Perceptions of Turkish parents with children identified as dyslexic about the problems that they and their children experience. Reading Psychology, 33, 399–422. doi:10.1080/02702711.2010.515907
American Psychiatric Association. (2016). Neurodevelopmental Disorders. In Diagnostic and statistical manual of mental disorders (5th ed.), Arlington, VA, American Psychiatric Publishing.
Artiles, A. J., Harris-Murri, N., & Rostenberg, D. (2006). Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into Practice, 45, 260–268. doi:10.1207/s15430421tip4503_8
Baydık, B., Ergül, C., & Bahap Kudret, Z. (2012). Okuma güçlüğü olan öğrencilerin okuma akıcılığı sorunları ve öğretmenlerinin bu sorunlara yönelik öğretim uygulamaları. İlköğretim Online, 11(3), 778-789.
Berg, B. L. (2001). Qualitative research methods for the social sciences. Massachusetts, MA: Pearson.
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in specific education. Exceptional Children, 71, 195–207. doi:10.1177/001440290507100205
Buysse, V., & Bailey, D. B. Jr. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. The Journal of Specific Education, 26, 434–461. doi:10.1177/002246699302600407
Büyüköztürk, S., Cakmak, E. K., Akgün, O. E., Karadeniz, S., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (13th ed.) [Scientific Research Methods]. Ankara: Pegem Akademi.
Cakiroglu, O., & Melekoglu, M.A. (2014). Statistical trends and developments within inclusive education in Turkey. International Journal of Inclusive Education, 18, 798–808. doi:10.1080/13603116.2013.836573
Carlson, E., Lee, H., & Schroll, K. (2004). Identifying attributes of high quality specific education teachers. Teacher Education and Specific Education, 27,350–359. doi:10.1177/088840640402700403
Cavkaytar, A. (2006). Teacher training on specific education in Turkey. Turkish Online Journal of Educational Technology-TOJET, 5,41–45.
Cole, D. A., & Meyer, L. H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. The Journal of Specific Education, 25, 340–351. doi:10.1177/002246699102500306
Creswell, J. W., Hanson, W. E., Clark Plano, V.L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35, 236–264. doi:10.1177/0011000006287390
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15, 331–353. doi:10.1080/13603110903030089
Diken, İ. H., & Batu, S. (2010). Kaynaştırmaya giriş [Introduction to Inclusion]. In I. H. Diken (ed.), İlköğretimde kaynaştırma [Inclusion in Elementary School] (pp. 1–25). Ankara: Pegem Akademi.
Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6,113–126. doi:10.1080/13603110110067190
Finkelstein, S., Sharma, U., & Furlonger, B. (2019). The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education. doi:10.1080/13603116.2019.1572232
Freeman, S. F., & Alkin, M. C. (2000). Academic and social attainments of children with mental retardation in general education and specific education settings. Remedial and Specific Education, 21, 3–26. doi:10.1177/074193250002100102
Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J., Schumacher, R. F., Gersten, R., & Jordan, N. C. (2015). Inclusion versus specificized intervention for very low-performing students: What does access mean in an era of academic challenge? Exceptional Children, 81, 34–157. doi:10.1177/0014402914551743
Giangreco, M. F., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). I've counted Jon: Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59, 359–372. doi:10.1177/001440299305900408
Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2019). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children, 85, 329–346. doi:10.1177/0014402918795830
Görgün, B., & Melekoğlu, M. A. (2019a). Review of studies on SLD in Turkey. Sakarya University Journal of Education, 9, 83–106. doi:10.19126/suje.456198
Görgün, B., & Melekoğlu, M. A. (2019b). Development of a reading support program for students with SLD to improve reading fluency and comprehension skills. İlköğretim Online, 18, 698–713. doi:10.17051/ilkonline.2019.562034
Gürgür, H., & Uzuner, Y. (2010). Kaynaştırma sınıfında iş birliği ile öğretim uygulamalarına bakışın fenomenolojik analizi [A phenomenological analysis of the views on co-teaching applications in the inclusion classroom]. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory and Practice], 5(2), 15-27.
Hocutt, A. M. (1996). Effectiveness of specific education: Is placement the critical factor? The Future of Children, 6, 77–102. doi:10.2307/1602495
Hunt, P., & Goetz, L. (1997). Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. The Journal of Specific Education, 31, 3–29. doi:10.1177/002246699703100102
Idol, L. (2006). Toward inclusion of specific education students in general education: A program evaluation of eight schools. Remedial and Specific Education, 27, 77–94. doi:10.1177/07419325060270020601
Kuruyer, H. G., & Çakıroğlu, A. (2017). Primary school teachers’ opinions and practices in educational evaluation and intervention in process of specific learning difficulties. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 539-555.
Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148–182. doi:10.1598/RRQ.40.2.2
McDuffie, K. A., & Scruggs, T. E. (2008). The contributions of qualitative research to discussions of evidence-based practice in special education. Intervention in School and Clinic, 44(2), 91-97.
MEB (Milli Eğitim Bakanlığı) [Ministry of National Education]. (2006, May 31). Özel eğitim hizmetleri yönetmeliği [Regulation of Specific Education Services]. Official Gazette of Republic of Turkey, Issue 26184.
MEB (Milli Eğitim Bakanlığı) [Ministry of National Education]. (2018, July 7). “Özel eğitim hizmetleri yönetmeliği” [Regulation of Specific Education Services]. Official Gazette of Republic of Turkey.
MEB (Milli Eğitim Bakanlığı) [Ministry of National Education]. (2019). Türkiye eğitim istatistikleri 2018–2019 [Education Statistics of Turkey 2018–2019]. (Online), March 20, 2020.http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_istatistikleri_orgun_egitim_2018_2019.pdf
Melekoglu, M. A. (2015). Characteristics of inclusive classrooms in Turkey. The Journal of the International Association of Specific Education, 15, 24–30.
Melekoglu, M. A., Cakiroglu, O., & Malmgren, K. W. (2009). Specific education in Turkey. International Journal of Inclusive Education, 13, 287–298. doi:10.1080/13603110701747769
Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis. London: Sage.
Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of counseling psychology, 52(2), 250-260.
Özkardeş, O. G. (2013). Descriptive analysis of studies conducted in the field of SLD in Turkey. Boğaziçi Üniversitesi Eğitim Dergisi, 30, 123–153.
Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184–202. doi:10.1598/RRQ.40.2.3
Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title I Chicago child-parent centers. Educational Evaluation and Policy Analysis, 24, 267–303. doi:10.3102/01623737024004267
Ruppar, A.L., Bal, A., Gonzalez, T., Love, L., & McCabe, K. (2018). Collaborative Research: A New Paradigm for Systemic Change in Inclusive Education for Students with Disabilities. International Journal of Special Education, 33 (3), 778-795.
Saloviita, T. (2018). How common are inclusive educational practices among Finnish teachers? International Journal of Inclusive Education, 22, 560–575. doi:10.1080/13603116.2017.1390001
Sandall, S. R., Smith, B. J., McLean, M. E., & Ramsey, A. B. (2002). Qualitative research in early intervention/early childhood special education. Journal of Early Intervention, 25(2), 129-136
Scott, B. J., Vitale, M. R., & Masten. W. G. (1998). Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review. Remedial and Specific Education, 19, 106–119. doi:10.1177/074193259801900205
Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1–26. doi:10.1016/j.edurev.2010.07.002
Sucuoğlu, B. (2004). Türkiye'de Kaynaştırma Uygulamaları: Yayınlar/Araştırmalar [Inclusive practices in Turkey: Publications/Studies]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5, 15–23.
Sucuoğlu, B., & Kargın, T. (2010). I İlköğretim’de kaynaştırma uygulamaları [Inclusion practices in elementary schools]. Ankara: Kök Yayıncılık.
Swanson, E. A. (2008). Observing reading instruction for students with learning disabilities: A synthesis. Learning Disability Quarterly, 31, 115–133. doi:10.2307/25474643
Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328, 512–514. doi:10.1126/science.1186149
Thorius, K.A. K., & Santamaría Graff, C. (2018). Extend peer learning strategies for racial, linguistic and skilled learners. School and Clinic Intervention, 53 (3), 163-170.
U.S. Department of Education. (2018). Office of Specific Education and Rehabilitative Services, Office of Specific Education Programs, 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act 2018. Washington, D.C.: US Department of Education.
Waldron, N. L., & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395–405. doi:10.1177/001440299806400308
Willrodt, K., & Claybrook, S. (1995). Effects of inclusion on academic outcomes. Unpublished doctoral dissertation, Sam Houston State University, Hunstville, TX.
Yıldırım, A., & Şimşek, H. (2013). Social bilimlerde nitel araştırma yöntemleri (5th ed.) [Inclusive practices in Turkey: Publications/Studies]. Ankara: Seçkin Yayıncılık.
Yıldız, M. K., Yildirim, S. A., & Rasinski, T. (2012). Perceptions of Turkish parents with children identified as dyslexic about the problems that they and their children experience. Reading Psychology, 33, 399–422. doi:10.1080/02702711.2010.515907
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2023-01-04
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Balikci, O. S., & Melekoglu, M. A. (2023). A special call from inclusive classroom teachers of Turkish students with specific learning disabilities (SLD): “I don’t want them to dissappear!”. Journal of Qualitative Research in Education, (33). https://doi.org/10.14689/enad.33.521
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