Examination of Inclusive Educational Experiences of Refugee Students in Secondary and High Schools in Turkey

Autor/inn/en	Kazu, Hilal; Deniz, Emrullah
Titel	Examination of Inclusive Educational Experiences of Refugee Students in Secondary and High Schools in Turkey
Quelle	In: International Journal of Whole Schooling, 18 (2022) 1, S.29-50 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Student Attitudes; Refugees; Secondary School Students; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Educational Environment; Student Needs; Student Adjustment; Attendance; Interpersonal Communication; Cooperation; Inclusion; Gender Differences; Age Differences; Turkey; Palestine; Iraq; Syria + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Flüchtling; Sekundarschüler; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Anwesenheit; Interpersonale Kommunikation; Co-operation; Kooperation; Inklusion; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Türkei; Palästina; Irak; Syrien
Abstract	This study aims to determine the views of students with refugee status who have emigrated to Turkey for various reasons and are continuing their education in secondary and high schools about the Turkish education system. A total of 149 students (76 male, 73 female) in two different groups, who were attending grades 5-8 and 9-12 in the 2018-2019 academic year, participated in the study which used descriptive research and the survey model in conjunction with each other. The results showed that although the education staff welcomed refugee students, they could not make academic adaptations to suit the unique characteristics of these students. While it was found that the majority of students (51%) had adapted to school in Turkey, some (30%) were not actively attending school, and some (27%) had difficulty meeting their basic needs. The results regarding communication and cooperation showed that while these students could easily express themselves to their classmates and teachers, around 20% experienced undecidedness. Data obtained directly from refugee students in this study are crucial for developing policies and projects to give them access to education, enable them to adapt, and guide future studies. More studies are needed to monitor whether the inclusive practices used in Turkey and throughout the world indeed meet what is intended. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01