{"id":4236,"date":"2021-01-03T18:14:11","date_gmt":"2021-01-03T15:14:11","guid":{"rendered":"http:\/\/sydialogue.org\/?p=4236"},"modified":"2021-01-03T18:15:13","modified_gmt":"2021-01-03T15:15:13","slug":"arastirma-makalesi-okul-sistemi-ve-entegrasyon-surecine-etkileri","status":"publish","type":"post","link":"https:\/\/sydialogue.org\/tr\/arastirma-makalesi-okul-sistemi-ve-entegrasyon-surecine-etkileri\/","title":{"rendered":"Ara\u015ft\u0131rma Makalesi “Okul Sistemi ve Entegrasyon S\u00fcrecine Etkileri”"},"content":{"rendered":"

Y\u00f6netici \u00d6zeti, \u0130kinci Bask\u0131:<\/strong><\/span><\/h1>\n

Suriyeli \u00f6\u011frencilerin T\u00fcrk okullara entegre olma s\u00fcreci bir\u00e7ok \u00f6\u011frenci i\u00e7in hi\u00e7 de kolay olmam\u0131\u015ft\u0131r. \u00d6zellikle son 4 y\u0131lda okul sistemi, okulun y\u00f6netimi ve \u00f6\u011fretmenleri gibi bir\u00e7ok fakt\u00f6r\u00fcn entegrasyon s\u00fcrecini ve \u00f6\u011frencinin entegre olma kabiliyetini olumsuz bir \u015fekilde etkiledi\u011fi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/p>\n

Bu \u00e7al\u0131\u015fmada a\u015fa\u011f\u0131daki s\u0131ralanan veriler elde edilmi\u015ftir:<\/span><\/p>\n

\u00a0\u00d6\u011fretmenin entegrasyon s\u00fcrecini destekleme veya engelleme konusundaki rol\u00fc:<\/u><\/strong><\/span><\/p>\n

    \n
  • \u00c7ok say\u0131da yabanc\u0131 \u00f6\u011frencinin s\u0131n\u0131flar\u0131nda ders okumas\u0131 fikrini kabul etmeleri konusunda b\u00fct\u00fcn \u00f6\u011fretmenlerin, ayn\u0131 seviyede olmad\u0131klar\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bunun sebebi ise, yabanc\u0131 \u00f6\u011frencilerin oldu\u011fu s\u0131n\u0131flarda \u00f6\u011fretmenlerin yeni sorumluluk ve g\u00f6revlere sahip olmalar\u0131d\u0131r. Bu hususta baz\u0131 \u00f6\u011fretmenler engelleri a\u015fma konusunda iyi \u00f6l\u00e7\u00fcde ba\u015far\u0131 g\u00f6stermi\u015fler. Di\u011fer taraftan baz\u0131 \u00f6\u011fretmenler var olan zorluklar\u0131 \u00f6nemsemezlik etmi\u015f, baz\u0131lar\u0131 ise sorunu d\u00fc\u015fmanca kar\u015f\u0131lam\u0131\u015flar. Bu da \u00f6\u011frencilerin dil \u00f6\u011frenme ve e\u011fitim alma s\u00fcre\u00e7lerini \u00f6nemli bir \u00f6l\u00e7\u00fcde etkilemi\u015ftir.<\/span><\/li>\n
  • Entegrasyon karar\u0131ndan \u00f6nce T\u00fcrk okullarda e\u011fitim g\u00f6rmeye ba\u015flayan \u00f6\u011frencilerin, karardan sonra e\u011fitim g\u00f6rmeye ba\u015flayan \u00f6\u011frencilerine g\u00f6re \u00f6\u011fretmenler taraf\u0131ndan daha \u00e7ok ilgi g\u00f6rd\u00fc\u011f\u00fc tespit edilmi\u015ftir. \u00d6\u011fretmenler taraf\u0131ndan en az ilgi g\u00f6ren \u00f6\u011frencilerin, ilkokul \u00f6\u011frencileri oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n
  • Ebeveynler, T\u00fcrk \u00f6\u011fretmenlerin Suriyeli \u00f6\u011frencilerle etkile\u015fimi konusunda yeterince ho\u015fnut olmad\u0131klar\u0131n\u0131 belirtmi\u015flerdir. \u00d6\u011frencilerin bir\u00e7o\u011fu dil zorluklar\u0131n\u0131 a\u015fmalar\u0131na ra\u011fmen ebeveynlerin %35\u2019i T\u00fcrk \u00f6\u011fretmenlerinin etkile\u015fiminin orta d\u00fczeyde oldu\u011funu, %26\u2019s\u0131 ise etkile\u015fimin zay\u0131f d\u00fczeyde oldu\u011funu s\u00f6ylemi\u015ftir.<\/span><\/li>\n
  • \u00d6\u011frencilerle yapt\u0131\u011f\u0131m\u0131z g\u00f6r\u00fc\u015fmelerde, \u00f6\u011fretmenleriyle ilgili k\u00f6t\u00fc bir alg\u0131 olu\u015fmas\u0131n\u0131n sebeplerini a\u00e7\u0131klamaya \u00e7al\u0131\u015fm\u0131\u015flard\u0131r. \u00d6\u011fretmenlerin \u00f6\u011frencilere kar\u015f\u0131 sinirlenme ve ba\u011f\u0131rma e\u011filiminde olmas\u0131, \u00f6\u011frencileri ihmal etme ve sorular\u0131na cevap vermeme, kendilerini takdir edip \u00f6vmeme ve son olarak \u00f6\u011frencilerin T\u00fcrk \u00f6\u011frencileri gibi adil bir ilgi g\u00f6rmemeleri gibi sebepleri saym\u0131\u015flard\u0131r.<\/span><\/li>\n
  • Baz\u0131 \u00f6\u011fretmenler Suriyelilere y\u00f6nelik ki\u015fisel alg\u0131lar\u0131 ve olumsuz siyasi tutumlar\u0131 s\u0131n\u0131fta konu\u015fmaktad\u0131r. Bu da Suriyeli \u00f6\u011frencilere kendilerinin hedef g\u00f6sterildi\u011fini ve korunmad\u0131klar\u0131n\u0131 hissetmelerine yol a\u00e7m\u0131\u015ft\u0131r. Bunun sonucu ise, Suriyeli \u00f6\u011frencilerin e\u011fitimle etkile\u015fime girmekten ka\u00e7\u0131nmas\u0131 ve onlarda \u00f6fke ve a\u015fa\u011f\u0131lanma hissi olu\u015fmas\u0131d\u0131r. Ayr\u0131ca bu durum di\u011fer \u00f6\u011frencilerin Suriyeli \u00f6\u011frencileri hedef almaya ve onlara kar\u015f\u0131 benzer ifadeler kullanmalar\u0131na te\u015fvik etmi\u015ftir.<\/span><\/li>\n
  • Baz\u0131 T\u00fcrk \u00f6\u011fretmenler taraf\u0131ndan Suriyeli \u00d6\u011frencilere kar\u015f\u0131 \u0131rk\u00e7\u0131 ifadelerin s\u0131k\u00e7a kullan\u0131ld\u0131\u011f\u0131 tespit edilmi\u015ftir: \u00d6\u011frencilerin %29\u2019u, \u00f6\u011fretmenlerin kendilerine \u00fclkenize d\u00f6n\u00fcn gibi ifadeler kulland\u0131\u011f\u0131n\u0131, bunlar\u0131n %6\u2019s\u0131 bu t\u00fcr ifadeleri 6 kereden fazla duyduklar\u0131n\u0131 ifade etmi\u015ftir. Suriyeli olmayan Arap \u00f6\u011frencilerin de benzer oranlarda bu t\u00fcr ifadelerle kar\u015f\u0131 kar\u015f\u0131ya kald\u0131klar\u0131 tespit edilmi\u015ftir.<\/span><\/li>\n
  • G\u00f6r\u00fc\u015fme yapt\u0131\u011f\u0131m\u0131z T\u00fcrkiyeli \u00f6\u011fretmenlerin yar\u0131s\u0131, Suriyeli \u00f6\u011frencilerin disiplin, disiplinli davran\u0131\u015f ve sorumluluk alma konusunda neredeyse T\u00fcrkiyeli \u00f6\u011frenciler kadar anlay\u0131\u015f g\u00f6sterdi\u011fini ifade edip ba\u015far\u0131 ve kendini kan\u0131tlama arzusu konusunda T\u00fcrkiyeli \u00f6\u011frencilerden daha fazla \u00e7aba g\u00f6sterdiklerini belirttiler.<\/span><\/li>\n
  • T\u00fcrkiyeli \u00f6\u011fretmenlerin \u00e7o\u011fu, i\u00e7e d\u00f6n\u00fckl\u00fck ve agresiflik benzeri davran\u0131\u015flara Suriyeli \u00f6\u011frencilerde T\u00fcrkiyeli \u00f6\u011frencilerden daha \u00e7ok rastland\u0131\u011f\u0131n\u0131 belirttiler. Ayn\u0131 zamanda T\u00fcrkiyeli \u00f6\u011fretmenler, Suriyeli \u00f6\u011frencilerin T\u00fcrk\u00e7elerini geli\u015ftirmelerine ra\u011fmen e\u011fitim zorluklar\u0131 \u00e7ektiklerini, ebeveynlerden yeterince ilgi g\u00f6rmediklerini ifade ettiler.<\/span><\/li>\n
  • Suriyeli \u00f6\u011frencilerin entegrasyon s\u00fcrecini destekleme konusunda en belirgin rol\u00fc \u00f6\u011fretmenlerin oynad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. \u00d6\u011frenciyi destekleyen bir \u00f6\u011fretmenin, -\u00f6zellikle \u00f6\u011frenci, \u00f6\u011fretmenin sevgisini, empatisini, \u00f6vg\u00fcs\u00fcn\u00fc ve anlay\u0131\u015f\u0131n\u0131 g\u00f6rd\u00fc\u011f\u00fc zaman- hem \u00f6\u011frencinin okula al\u0131\u015fmas\u0131 hem de dil zorluklar\u0131n\u0131 daha h\u0131zl\u0131 bir \u015fekilde a\u015fmas\u0131 konusunda \u00f6nemli bir role sahip oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n<\/ul>\n

    Entegrasyon s\u00fcrecini destekleme veya engelleme konusunda bir e\u011fitim kurumu olarak okulun rol\u00fc: <\/u><\/strong><\/span><\/p>\n

      \n
    • T\u00fcrk okullar\u0131n\u0131n, \u00f6zellikle \u00e7ok say\u0131da Suriyelinin topland\u0131\u011f\u0131 b\u00f6lgelerde bu say\u0131da Suriyeli \u00f6\u011frenciyi hem manevi hem de maddi olarak kabul etmeye haz\u0131r olmad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Entegrasyon karar\u0131 neticesinde \u00e7ok say\u0131da Suriyeli \u00f6\u011frencinin T\u00fcrk okullarda e\u011fitim g\u00f6rmeye ba\u015flamas\u0131, idari kadronun yan\u0131nda T\u00fcrk \u00f6\u011fretmenler ve Suriyeli \u00f6\u011frenciler i\u00e7in kar\u0131\u015f\u0131kl\u0131\u011fa neden olmu\u015ftur.<\/span><\/li>\n
    • Anlay\u0131\u015f g\u00f6steren idari kadrolara sahip olan okullar, \u00e7ocukluk kavgalar\u0131n\u0131n nefret, \u015fiddet ve hedef g\u00f6stermeye yol a\u00e7acak bir soruna d\u00f6n\u00fc\u015fmesini engelleme ve kontrol alt\u0131na alma konusunda ba\u015far\u0131l\u0131 oldular.<\/span><\/li>\n
    • Ebeveynlerin %63\u2019\u00fc, okuldaki atmosferin medyatik nefret kampanyalar\u0131 sonucunda \u00f6nceki y\u0131llara nazaran olumsuz bir \u015fekilde etkilendi\u011fini s\u00f6ylediler. Bunu Suriyeli olmayan Arap ebeveynlerin %51\u2019i de vurgulad\u0131.<\/span><\/li>\n
    • Bir\u00e7ok idari kadronun, Suriyeli \u00f6\u011frencilerinin sorunlar\u0131na ve ebeveynlerin ba\u015fvurular\u0131na so\u011fuk davrand\u0131\u011f\u0131; bazen de tehdit ve s\u00f6zl\u00fc sald\u0131r\u0131 gibi tepkiler verildi\u011fi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n
    • Bir\u00e7ok okul, \u00f6\u011frenci sorunlar\u0131 veya zorbal\u0131kla ba\u015fa \u00e7\u0131kma konusunda a\u00e7\u0131k yasalara veya deneyime sahip de\u011fildi. \u00c7o\u011fu zaman soruna \u00e7\u00f6z\u00fcm bulmak veya davran\u0131\u015fsal programlar vermek yerine sorunu \u00f6rtmek gibi y\u00f6ntemlere ba\u015fvurulmu\u015ftur. Bu da bu t\u00fcr sorunlar\u0131n tekrarlanmas\u0131na ve artmas\u0131na neden olmu\u015ftur.<\/span><\/li>\n
    • T\u00fcrk okullara atanan Suriyeli \u00f6\u011fretmenlerin bu konudaki rol\u00fcn\u00fcn belirgin olmad\u0131\u011f\u0131, entegrasyon s\u00fcrecini destekleme konusunda da etkisi olmad\u0131\u011f\u0131n\u0131 saptanm\u0131\u015ft\u0131r. Suriyeli \u00f6\u011fretmenler T\u00fcrk\u00e7e seviyesi, sosyal beceri, inisiyatif alma kabiliyeti ve Suriyeli \u00f6\u011frencilere art\u0131 de\u011fer katma motivasyonu gibi bir\u00e7ok alanda okulun ve \u00f6\u011fretmenin ko\u015fullar\u0131na ba\u011fl\u0131 olarak rolleri, g\u00f6revleri ve deneyimleriyle farkl\u0131l\u0131k g\u00f6stermi\u015ftir.<\/span><\/li>\n
    • Baz\u0131 okul y\u00f6netimlerinin Suriyeli \u00f6\u011fretmenlerin okulda bulunmalar\u0131n\u0131 ho\u015f kar\u015f\u0131lad\u0131\u011f\u0131, kendilerine Suriyeli ya da T\u00fcrkiyeli \u00f6\u011frencileri ya da her ikisine de y\u00f6nelik g\u00f6n\u00fcll\u00fc faaliyetler d\u00fczenleme f\u0131rsat\u0131 sa\u011flad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Di\u011fer taraftan baz\u0131 Suriyeli \u00f6\u011fretmenlerin marjinalle\u015ftirmeye ve \u0131rk\u00e7\u0131l\u0131\u011fa maruz kald\u0131klar\u0131 tespit edilmi\u015ftir.<\/span><\/li>\n
    • Suriyeli \u00f6\u011fretmenler ile T\u00fcrkiyeli idareciler aras\u0131ndaki y\u00fczeysel ili\u015fki, Suriyeli \u00f6\u011frencilerin, Suriyelilerin T\u00fcrkiye toplumunun bir par\u00e7as\u0131 fikrini ho\u015f kar\u015f\u0131lamad\u0131\u011f\u0131 ya da okulda T\u00fcrkiyeli \u00f6\u011frenciler gibi ayn\u0131 haklara sahip olmad\u0131klar\u0131 gibi olumsuz zihinsel imaj\u0131 ve \u00f6nyarg\u0131lar\u0131 g\u00fc\u00e7lendirmi\u015ftir. \u00d6zellikle Suriyeli \u00f6\u011fretmenlerin rol\u00fc ile T\u00fcrkiyeli \u00f6\u011fretmenlerin rol\u00fc kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131 zaman bu zihinsel imaj\u0131 daha \u00e7ok g\u00fc\u00e7lenmektedir. Suriyeli \u00f6\u011frenciler, yetkisi olmayan Suriyeli \u00f6\u011fretmenlerin bir\u00e7ok sorunu \u00e7\u00f6zemez olduklar\u0131n\u0131 ve bazen okulun y\u00f6netimine bile ba\u015fvuru yapamad\u0131klar\u0131n\u0131 g\u00f6rm\u00fc\u015flerdir.<\/span><\/li>\n<\/ul>\n

      E\u011fitimin seviyesinin etkisi:<\/u><\/strong><\/span><\/p>\n

        \n
      • Orta e\u011fitim seviyesi, Suriyeli \u00f6\u011frencilere kar\u015f\u0131 s\u00f6zl\u00fc sald\u0131r\u0131 a\u00e7\u0131s\u0131ndan birinci konumda olup Suriyeli \u00f6\u011frencilerin %76\u2019s\u0131 T\u00fcrkiyeli \u00f6\u011frenciler taraf\u0131ndan s\u00f6zl\u00fc sald\u0131r\u0131ya maruz kald\u0131klar\u0131 ya da \u00fclkelerine d\u00f6nmek istedikleri g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n
      • Elde etti\u011fimiz sonu\u00e7lara g\u00f6re, \u0130lkokulda Suriyeli \u00f6\u011frenciler aras\u0131nda her iki istenmeyen \u015fiddetli oyun vakas\u0131 olurken Suriyeli ve T\u00fcrkiyeli \u00f6\u011frenciler aras\u0131nda tekrarlanan 6 vaka; Ortaokulda ise 5 vakaya rastland\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bu da \u015fiddetli oynama vakalar\u0131n\u0131n devlet okullar\u0131nda yayg\u0131n oldu\u011funu g\u00f6stermektedir.<\/span><\/li>\n
      • \u0130lkokul ve ortaokulda Suriyeli \u00f6\u011frenciler aras\u0131nda bir fiziksel \u015fiddet vakas\u0131 ya\u015fan\u0131rken Suriyeli ve T\u00fcrkiyeli \u00f6\u011frenciler aras\u0131nda bunun 4 vakaya \u00e7\u0131kt\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n
      • Suriyeli \u00f6\u011frenciler aras\u0131nda bir d\u0131\u015flanma vakas\u0131 ya\u015fan\u0131rken Suriyeli ve T\u00fcrkiyeli \u00f6\u011frenciler aras\u0131nda ilkokulda 6.7, ortaokulda ise 44 vakaya rastland\u0131\u011f\u0131 saptanm\u0131\u015ft\u0131r.<\/span><\/li>\n
      • Liseli Suriyeli \u00f6\u011frencilerin %25\u2019inin T\u00fcrkiyeli \u00f6\u011frenciler taraf\u0131ndan kas\u0131tl\u0131 fiziksel \u015fiddete veya d\u0131\u015flanmaya maruz kald\u0131klar\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bu konuda Suriyeli \u00f6\u011frenciler aras\u0131nda benzer bir oran\u0131n s\u00f6z konusu olmad\u0131\u011f\u0131n\u0131 s\u00f6ylemekte fayda vard\u0131r.<\/span><\/li>\n
      • Ortaokullar\u0131n, Suriyelilerin varl\u0131\u011f\u0131ndan en fazla etkilenen ve bu varl\u0131\u011f\u0131 en \u00e7ok reddeden oranlara sahip oldu\u011fu saptanm\u0131\u015ft\u0131r. Ortaokuldan sonra ilkokul ve lise s\u0131rayla yer almaktad\u0131r.<\/span><\/li>\n
      • Psikolojik, sosyal ve e\u011fitimsel sorunu ya\u015fayan\u0131nsa en \u00e7ok ilkokul \u00f6\u011frencileri oldu\u011fu tespit edilmi\u015ftir. Dolay\u0131s\u0131yla Suriyelileri reddetme havas\u0131ndan en \u00e7ok etkilenen \u00f6\u011frenci kesiminin, ilkokul \u00f6\u011frencileri oldu\u011funu s\u00f6yleyebiliriz.<\/span><\/li>\n<\/ul>\n

        E\u011fitimden kopma etkisi: <\/u><\/strong><\/span><\/p>\n

          \n
        • Sonu\u00e7lara g\u00f6re, Suriyeli \u00f6\u011frencilerin %10’u uzun bir s\u00fcre boyunca e\u011fitim g\u00f6rmemi\u015fler. Bunlar\u0131n bir\u00e7o\u011funun e\u011fitime d\u00f6nd\u00fcklerinde, kademeli olarak ve okula al\u0131\u015facak \u015fekilde e\u011fitime d\u00f6nmesi veya bilgi eksikli\u011fi sorunu \u00e7\u00f6zmek i\u00e7in haz\u0131rl\u0131k okumas\u0131 gibi alternatif \u00e7\u00f6z\u00fcmlere ba\u015fvurulmadan ya\u015flar\u0131na g\u00f6re belirli s\u0131n\u0131flara yerle\u015ftirildikleri g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n
        • E\u011fitimden kopmu\u015f \u00f6\u011frencilere y\u00f6nelik ger\u00e7ekle\u015ftirilen H\u0131zland\u0131r\u0131lm\u0131\u015f E\u011fitim projesinin sonu\u00e7 ve etkileri farkl\u0131l\u0131k g\u00f6stermi\u015ftir. Bu konuda Halk e\u011fitimin baz\u0131 merkezleri ba\u015far\u0131 g\u00f6stermi\u015f baz\u0131lar\u0131 ise ba\u015far\u0131s\u0131z kalm\u0131\u015ft\u0131r. Ba\u015far\u0131s\u0131zl\u0131\u011f\u0131n en \u00f6nemli sebepleri ise, s\u0131n\u0131rl\u0131 kontenjan ve \u00f6\u011fretmenlerin yabanc\u0131lara dil e\u011fitimi verme konusunda yeterli becerilere sahip olmamalar\u0131d\u0131r.<\/span><\/li>\n
        • E\u011fitim Bakanl\u0131\u011f\u0131n\u0131n Suriyeli \u00f6\u011frencilerinin \u201cokulu b\u0131rakma\u201d olgusuyla m\u00fccadele etme konusunda ald\u0131\u011f\u0131 kararlar\u0131n neticesinde hukuki yapt\u0131r\u0131mlardan korkarak bir\u00e7ok \u201csokak \u00e7ocu\u011fu\u201d psikoloji veya davran\u0131\u015f programlar\u0131na al\u0131nmadan okula d\u00f6nd\u00fcler. Bunun da okulun ortam\u0131na olumsuz bir etkisi oldu\u011fu, bu t\u00fcr \u00f6\u011frencilerin, \u00f6\u011fretmenler ve di\u011fer \u00f6\u011frenciler ile davran\u0131\u015flar\u0131nda sorun ya\u015fad\u0131klar\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bu sorunla okul kadrolar\u0131n\u0131n da ba\u015f edemedi\u011fi belirlenmi\u015ftir.<\/span><\/li>\n<\/ul>\n

          Entegrasyon kararlar\u0131 ve politikalar\u0131:<\/u><\/strong><\/span><\/p>\n

            \n
          • Ebeveynlerin %52\u2019si, mevcut \u015fekilde uygulanan entegrasyon s\u00fcrecinin \u00f6\u011frencinin yarar\u0131n\u0131 g\u00f6zetmedi\u011fini belirttiler ancak buna ra\u011fmen, s\u00f6z etti\u011fimiz ebeveynlerin %44\u2019\u00fc, \u00e7ocuklar\u0131n\u0131n T\u00fcrk okullarda e\u011fitimlerine devam etmeleri konusunda \u0131srarc\u0131 olduklar\u0131n\u0131 ifade ettiler. Bundan yola \u00e7\u0131karak sorunun entegrasyon karar\u0131ndan kaynaklanmad\u0131\u011f\u0131n\u0131, sadece karar\u0131n sonucunda ortaya \u00e7\u0131kan ve karar\u0131n amac\u0131na ula\u015fmay\u0131 engelleyen baz\u0131 fakt\u00f6rlerden kaynakland\u0131\u011f\u0131n\u0131 s\u00f6yleyebiliriz.<\/span><\/li>\n
          • Elde edilen bulgulara g\u00f6re, entegrasyon karar\u0131ndan \u00f6nce kendi r\u0131zas\u0131yla T\u00fcrk okullarda e\u011fitim g\u00f6rmeye ba\u015flayan Suriyeli \u00f6\u011frencilerin, farkl\u0131 sorunlardan en az etkilenen \u00f6\u011frenci kesimi olduklar\u0131 tespit edilmi\u015ftir. Sorunlardan en \u00e7ok etkilenen \u00f6\u011frenci kesimi ise, entegrasyon karar\u0131n\u0131n y\u00fcr\u00fcrl\u00fc\u011fe girdi\u011fi y\u0131lda T\u00fcrk okullarda e\u011fitim g\u00f6rmeye ba\u015flayan Suriyeli \u00f6\u011frenci kesimi oldu\u011fu; daha sonraki y\u0131llarda T\u00fcrk okullarda e\u011fitim g\u00f6rmeye ba\u015flayan \u00f6\u011frenciler ayn\u0131 sorunlardan etkilense de sorunlar\u0131n oran\u0131n\u0131n daha d\u00fc\u015f\u00fck oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n
          • Baz\u0131 s\u0131n\u0131flarda \u00e7ok say\u0131da Suriyeli \u00f6\u011frenci bulundu\u011fu i\u00e7in Suriyeli \u00f6\u011frencilerin T\u00fcrkiyeli \u00d6\u011frencilerle kayna\u015fma imkanlar\u0131 azald\u0131\u011f\u0131n\u0131 ve T\u00fcrk\u00e7eyi kullanmalar\u0131n\u0131 engellendi\u011fini g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n
          • Suriyeli \u00f6\u011frencilerin, ilk s\u0131n\u0131flar\u0131ndan T\u00fcrk\u00e7e haz\u0131rl\u0131k s\u0131n\u0131f\u0131na ya da ilk s\u0131n\u0131flar\u0131ndan entegrasyon s\u0131n\u0131f\u0131na ya da tam tersi gibi s\u0131k\u00e7a uygulanan s\u0131n\u0131ftan s\u0131n\u0131fa g\u00f6nderilmeleri, \u00f6\u011frencilerde bir istikrars\u0131zl\u0131k hissini olu\u015fturmu\u015ftur. Ayr\u0131ca, entegrasyon s\u00fcreciyle ilgili net ve a\u00e7\u0131k politikalar\u0131n var olmad\u0131\u011f\u0131 alg\u0131s\u0131 olu\u015fmu\u015ftur. Suriyeli \u00f6\u011frencilerin belirli s\u0131n\u0131flara g\u00f6nderilmelerinin T\u00fcrkiyeli \u00f6\u011frencilerle kayna\u015fmalar\u0131na son verdi\u011fini ayr\u0131ca e\u011fitim alma kapasitelerini olumsuz bir \u015fekilde etkiledi\u011fini g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

            Suriyeli \u00f6\u011frencilerin T\u00fcrk okullara entegre olma s\u00fcreci bir\u00e7ok \u00f6\u011frenci i\u00e7in hi\u00e7 de kolay olmam\u0131\u015ft\u0131r. \u00d6zellikle son 4 y\u0131lda okul sistemi, okulun y\u00f6netimi ve \u00f6\u011fretmenleri gibi bir\u00e7ok fakt\u00f6r\u00fcn entegrasyon s\u00fcrecini ve \u00f6\u011frencinin entegre olma kabiliyetini olumsuz bir \u015fekilde etkiledi\u011fi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/p>\n","protected":false},"author":1,"featured_media":4237,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[78,93,49],"tags":[],"class_list":["post-4236","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-research-and-studies-tr","category-sosyal-birim","category-yayinlar"],"acf":[],"yoast_head":"\nAra\u015ft\u0131rma Makalesi "Okul Sistemi ve Entegrasyon S\u00fcrecine Etkileri" - Suriye 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