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İlkokul öğretmenlerinin kekemelik ve akran zorbalığına yönelik farkındalık düzeylerinin incelenmesi

Year 2021, Volume: 4 Issue: 1, 86 - 107, 31.05.2021
https://doi.org/10.33400/kuje.897259

Abstract

Okul çağı çocukları, vakitlerinin büyük bölümünü okullarında geçirmektedirler ve öğretmenler yaşamları üzerinde önemli bir rol oynamaktadır. Öğretmenlerin, kekemelik hakkında bilgili ve kekemeliğe yönelik açık bir tutum içinde olmalarının ise kekemeliği olan öğrencilerin maruz kalabilecekleri akran zorbalığını azaltma üzerinde merkez bir rolü olabileceğinden bahsedilmektedir. Bu çalışmanın amacı, ilkokul öğretmenlerinin kekemelik ve akran zorbalığına yönelik farkındalık düzeylerinin belirlenmesidir. Anket araştırma yöntemiyle yürütülen çalışmaya, Türkiye’nin farklı şehirlerinden 220 ilkokul öğretmeni katılmıştır. Verilerin toplanmasında ilgili alanyazın taranarak araştırmacılar tarafından hazırlanan bir anket kullanılmıştır. Kullanılan anket, 37 madde ve üç alt bölümden oluşmaktadır. Öğretmenlerin kekemeliğe yönelik farkındalık düzeylerinin, çeşitli değişkenlere göre olası farklılaşma durumunun incelenmesi için ise normal dağılım varsayımı karşılanmadığı için Mann Whitney U ve Kruskall Wallis H- Testleri kullanılmıştır. Ankette yer alan iki adet açık uçlu sorunun analizi için de içerik analizi yapılmıştır. Araştırmanın sonuçları, öğretmenlerin kekemelik ve akran zorbalığına yönelik farkındalık düzeylerinin artırılması gerektiğini göstermiştir. Ayrıca kekemelik hakkında araştırma yapan öğretmenlerin, araştırma yapmayan öğretmenlere ve kadın öğretmenlerin, erkek öğretmenlere kıyasla kekemeliğe yönelik farkındalık düzeylerinin anlamlı bir şekilde daha yüksek olduğu görülmüştür. Öğretmenlere yönelik kekemelik ve akran zorbalığı hakkında eğitim programlarının hizmet öncesi ve hizmet içi eğitim kapsamında uygulanmasının, okul çağı kekemelik yönetiminde olumlu etkileri olabileceği düşünülmektedir. Bu çalışmanın sonuçlarından yola çıkarak öğretmenlere yönelik düzenlenecek eğitim içeriklerinin; kekemeliğin nedenleri ve çok boyutlu doğası, kekemelik hakkında doğru bilinen yanlışlar, kekemeliği olan bireylere eşlik edebilen psikososyal sorunlar ve/veya DEHB nitelikleri, kekemeliği olan öğrencilere yönelik uygun sınıf stratejileri ve akran zorbalığı yönetimi başlıklarını içermesi önerilmektedir.

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Examining the awareness levels of primary school teachers towards stuttering and peer bullying

Year 2021, Volume: 4 Issue: 1, 86 - 107, 31.05.2021
https://doi.org/10.33400/kuje.897259

Abstract

School age children, spend most of their time in school, and teachers play an important role in their lives. It is mentioned that teachers' being knowledgeable about stuttering and having open attitude towards stuttering may have a central role in reducing the peer bullying that students with stuttering may be exposed to. The aim of this study is to examine the awareness levels of primary school teachers about stuttering and peer bullying. 220 primary school teachers from different cities of Turkey participated in this survey method study. A survey prepared by the researchers by scanning the relevant literature, was used as a data collection tool. The survey consists of 37 items and three subsections. Mann Whitney U and Kruskall Wallis H-Tests were used to examine whether the teachers' awareness of stuttering differed according to various variables, since the assumption of normal distribution was not met. Content analysis was also applied to analyze the two open-ended questions. The results of this study show that teachers' awareness levels of stuttering and peer bullying should be increased. In addition, the level of awareness of the teachers who did research on stuttering, and the female teachers is significantly higher compared to the the teachers who did not do the research and the male teachers on stuttering. It is thought that implementing education programs about stuttering and peer bullying for teachers within the scope of pre-service and in-service training may have positive effects on school-age stuttering management. Based on the results of this study; the educational contents prepared for teachers should include causes and multidimensional nature of stuttering, false facts about stuttering, psychosocial problems and/or ADHD aspects that may accompany stuttering, appropriate classroom strategies for students who stutter and peer bullying management.

References

  • Abdalla, F. A., & St. Louis, K. O. (2012). Arab school teachers’ knowledge, beliefs and reactions regarding stuttering. Journal of Fluency Disorders, 37(1), 54-69. https://doi.org/10.1016/j.jfludis.2011.11.007
  • Abrahams, K. (2015). Primary school teachers' opinions and attitudes towards stuttering in two socio-economic quintiles within the Western Cape (Doctoral dissertation). University of Cape Town.
  • Adriaensens, S., & Struyf, E. (2016). Secondary school teachers' beliefs, attitudes, and reactions to stuttering. Language, Speech, and Hearing Services in Schools, 47(2), 135-147. https://doi.org/10.1044/2016_LSHSS-15-0019
  • Aksoy, G. (2019). Okullarda yaşayan akran zorbalığının nedenlerine ve müdahale yöntemlerine ilişkin okul yöneticileri ve öğretmen görüşleri (Yüksek lisans tezi). Marmara Üniversitesi.
  • Ambrose. N. G. (2004). Theoretical Perspectives on The Cause of Stuttering. Contemporary Issues in Communication Science and Disorders, 31, 80-91. https://doi.org/10.1044/cicsd_31_S_80
  • Arnold, H. S., Li, J., & Goltl, K. (2015). Beliefs of teachers versus non-teachers about people who stutter. Journal of Fluency Disorders, 43, 28-39. https://doi.org/10.1016/j.jfludis.2014.12.001
  • Ambrose, N. G., Cox, N. J., & Yairi, E. (1997). The genetic basis of persistence and recovery in stuttering. Journal of Speech, Language, and Hearing Research, 40(3), 567-580. https://doi.org/10.1044/jslhr.4003.567
  • American Speech-Language-Hearing Association (t.y.). Fluency Disorders (Practice Portal). https://www.asha.org/practice-portal/clinical-topics/fluency-disorders/
  • Bauer, N. S., Lozano, P., & Rivara, F. P. (2007). The effectiveness of the Olweus Bullying Prevention Program in public middle schools: A controlled trial. Journal of Adolescent Health, 40(3), 266-274. https://doi.org/10.1016/j.jadohealth.2006.10.005
  • Berger S. K. (2007). Update on bullying at school: Science forgotten? Developmental Review, 27, 90-126. https://doi.org/10.1016/j.dr.2006.08.002
  • Betz, I. R., Blood, G. W., & Blood, I. M. (2008). University students’ perceptions of pre-school and kindergarten children who stutter. Journal of communication disorders, 41(3), 259-273. https://doi.org/10.1016/j.jcomdis.2007.10.003
  • Blood, G. W., & Blood, I. M. (2004). Bullying in adolescents who stutter: Communicative competence and self-esteem. Contemporary Issues in Communication Science and Disorders, 31(Spring), 69-79. https://doi.org/10.1044/cicsd_31_S_69
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There are 71 citations in total.

Details

Primary Language Turkish
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Ahsen Erim 0000-0002-3191-6236

Ayşe Aydin 0000-0002-3689-7628

Publication Date May 31, 2021
Submission Date March 15, 2021
Published in Issue Year 2021 Volume: 4 Issue: 1

Cite

APA Erim, A., & Aydin, A. (2021). İlkokul öğretmenlerinin kekemelik ve akran zorbalığına yönelik farkındalık düzeylerinin incelenmesi. Kocaeli Üniversitesi Eğitim Dergisi, 4(1), 86-107. https://doi.org/10.33400/kuje.897259



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