{"id":4219,"date":"2021-01-03T17:18:27","date_gmt":"2021-01-03T14:18:27","guid":{"rendered":"http:\/\/sydialogue.org\/?p=4219"},"modified":"2021-01-03T17:18:27","modified_gmt":"2021-01-03T14:18:27","slug":"arastirma-makalesi-turk-okullarinda-suriyeli-ogrenciler-entegrasyon-kararindan-dort-yil-sonra","status":"publish","type":"post","link":"https:\/\/sydialogue.org\/tr\/arastirma-makalesi-turk-okullarinda-suriyeli-ogrenciler-entegrasyon-kararindan-dort-yil-sonra\/","title":{"rendered":"Ara\u015ft\u0131rma Makalesi “T\u00fcrk Okullar\u0131nda Suriyeli \u00d6\u011frenciler, Entegrasyon Karar\u0131ndan D\u00f6rt Y\u0131l Sonra”"},"content":{"rendered":"

Yap\u0131lan ara\u015ft\u0131rmalarla ilgili genel bir \u00f6zet: <\/strong><\/span><\/h1>\n

\u201cSuriyeli \u00d6\u011frencilerin T\u00fcrk Okullar\u0131na Entegrasyonuna Engeller\u201d ba\u015fl\u0131kl\u0131 ara\u015ft\u0131rmalar dizisi[1]<\/a>, Suriye Diyalog Merkezi toplum birimi taraf\u0131ndan yap\u0131lm\u0131\u015f bir \u00e7al\u0131\u015fmad\u0131r. Bu ara\u015ft\u0131rma, 2016\u2019da y\u00fcr\u00fcrl\u00fc\u011fe giren, Suriyeli \u00f6\u011frencilerin T\u00fcrk okullar\u0131na entegrasyon karar\u0131n\u0131 ele al\u0131p Suriyeli \u00f6\u011frencilerin ne kadar entegre edildi\u011fini, ne t\u00fcr sorun ve engellerle kar\u015f\u0131la\u015ft\u0131klar\u0131n\u0131 ve bu tecr\u00fcbeyi ba\u015far\u0131ya kavu\u015fturmak i\u00e7in neler yap\u0131lmas\u0131 gerekti\u011fini ortaya koymay\u0131 ama\u00e7lamaktad\u0131r.\u00a0\u00a0 <\/span>
\nBu \u00e7al\u0131\u015fma \u00fc\u00e7 b\u00f6l\u00fcmden olu\u015fmaktad\u0131r. \u00c7al\u0131\u015fman\u0131n birinci b\u00f6l\u00fcm\u00fc, \u201cT\u00fcrk Okullar\u0131nda Suriyeli \u00d6\u011frenciler, Entegrasyon Karar\u0131ndan D\u00f6rt Y\u0131l Sonra\u201d ba\u015fl\u0131\u011f\u0131 alt\u0131nda toplanm\u0131\u015ft\u0131r. Bu b\u00f6l\u00fcmde, T\u00fcrk okullar\u0131n y\u00f6netimiyle ilgili belirleyici yasal \u00e7er\u00e7eveleri hususunda bilgi vermenin yan\u0131 s\u0131ra \u00fc\u00e7 temel belirleyici fakt\u00f6re dayanarak Suriyeli \u00f6\u011frencilerin T\u00fcrk okullar\u0131na ne kadar entegre olabildikleri konusunda genel bir de\u011ferlendirme yap\u0131lm\u0131\u015ft\u0131r.<\/span><\/p>\n

\u00c7al\u0131\u015fman\u0131 ikinci b\u00f6l\u00fcm\u00fc ise, \u201cOkul Sistemi ve Entegrasyon S\u00fcrecine Etkileri\u201d ba\u015fl\u0131\u011f\u0131 alt\u0131nda toplanm\u0131\u015f olup, bu b\u00f6l\u00fcmde, entegrasyon \u00e7abalar\u0131n\u0131 destekleme veya engelleme hususunda \u00f6\u011fretmenin ve idari sistemin okuldaki rol\u00fcn\u00fc ve di\u011fer dolayl\u0131 ya da do\u011frudan etkisi olabilecek baz\u0131 d\u0131\u015f fakt\u00f6rler ele al\u0131nm\u0131\u015ft\u0131r.<\/span><\/p>\n

\u00c7al\u0131\u015fman\u0131n \u00fc\u00e7\u00fcnc\u00fc b\u00f6l\u00fcm\u00fc ise, \u201cAile ve \u00d6\u011frenci, Ki\u015fisel ve D\u0131\u015f Fakt\u00f6rlerin Entegrasyon S\u00fcrecine Katk\u0131s\u0131\u201d ba\u015fl\u0131\u011f\u0131 alt\u0131nda toplanm\u0131\u015ft\u0131r. Bu b\u00f6l\u00fcmde, entegrasyon s\u00fcrecinin ba\u015far\u0131s\u0131n\u0131n temelini olu\u015fturan, Suriyeli \u00f6\u011frenciyi olumlu ya da olumsuz etkileyebilecek bir grup fakt\u00f6r ele al\u0131nm\u0131\u015ft\u0131r. Ayr\u0131ca, ailenin etkisi \u00fczerinde de durulmu\u015ftur. Bunun yan\u0131 s\u0131ra, bir grup \u00f6\u011frencinin entegrasyon deneyimlerinin ba\u015far\u0131s\u0131na katk\u0131s\u0131 olan baz\u0131 “genel fakt\u00f6rler” ele al\u0131nm\u0131\u015ft\u0131r. Son olarak, entegrasyon s\u00fcrecindeki engelleri ortadan kald\u0131rmaya katk\u0131 sa\u011flayabilecek baz\u0131 \u00f6nerilere yer verilmi\u015ftir.<\/span><\/p>\n

\"\"<\/p>\n

Y\u00f6netici \u00d6zeti,<\/strong> Birinci Bask\u0131<\/strong>: <\/strong><\/span><\/h1>\n

A\u011fustos 2016\u2019da y\u00fcr\u00fcrl\u00fc\u011fe giren entegrasyon karar\u0131 ard\u0131ndan T\u00fcrkiye\u2019de ge\u00e7ici e\u011fitim okullar\u0131 kademeli olarak kapat\u0131ld\u0131. B\u00f6ylece 700 bine yak\u0131n Suriyeli \u00d6\u011frencinin(E\u011fitim g\u00f6rebilecek \u00e7ocuklar\u0131n %70\u2019i) T\u00fcrk Okullar\u0131nda e\u011fitim g\u00f6rmeye ba\u015flad\u0131.<\/span><\/p>\n

Bu \u00e7al\u0131\u015fman\u0131n birinci b\u00f6l\u00fcm\u00fc, Suriyeli \u00f6\u011frencilerin T\u00fcrk okullar\u0131na entegrasyon s\u00fcrecinin 4 y\u0131l\u0131n\u0131 \u00fc\u00e7 fakt\u00f6r\u00fc g\u00f6z \u00f6n\u00fcnde bulundurarak de\u011ferlendirmeyi ama\u00e7lamaktad\u0131r. Bunlar: \u00d6\u011frencilerin dil zorluklar\u0131n\u0131 a\u015fma kabiliyeti, bir e\u011fitim kurumu olarak okulla ili\u015fkileri ve okula ne kadar s\u0131cak bakt\u0131klar\u0131, bir de Suriyeli \u00f6\u011frencilerin T\u00fcrkiyeli \u00f6\u011frencilerle sosyal ili\u015fkiler kurma konusunda kabiliyeti.[2]<\/sup><\/a><\/span><\/p>\n

Elde etti\u011fimiz bulgular\u0131 \u015f\u00f6yle \u00f6zetleyebiliriz:<\/span><\/p>\n

Dil zorluklar\u0131 ve bunlar\u0131 a\u015fma kabiliyeti:<\/u><\/strong><\/span><\/p>\n