期刊名称：FIRE: Forum for International Research in Education
印刷版ISSN：2326-3873
出版年度：2020
卷号：6
期号：2
页码：141-166
DOI：10.32865/fire202062186
出版社：Lehigh University
摘要：The purpose of this study is to examine the opinions of classroom teachers,
administrators, students, and parents regarding the inclusion of refugee students in
Turkey’s formal education system. The research is a qualitative study with a case study
model. The study was performed with 24 classroom teachers, 8 administrators, 12 Turkish
and 12 refugee students and the parents of 8 Turkish and 8 refugee students from 3 primary
schools. Semi-structured interview forms were used as data collection tools in the study. As
a result of the study, all the stakeholders uttered that the process regarding the inclusion of
refugee students in formal education enabled cooperation, socialization and to be familiar
with a different culture, and it also supported the orientation process though some
language/communication problems occurred. The process was characterized to be
unfruitful due to the reasons such as adaptation problems, the disruption of education, the
emergence of behavioural problems and the deterioration of classroom arrangement. While
Turkish students mostly indicated that they were not satisfied with the implementation,
refugee students pointed out that they were happy to go to school. In addition to the inclass and school-wide efforts such as getting assistance from the guidance service and
promoting learning Turkish and adapting to school during the process. It was observed
that there was no unity in practice among schools and some of them were realized through
the individual initiatives of teachers. It was established that the most frequent suggestions
for increasing the efficiency of the process were to ensure refugee students and their
families to learn Turkish, and to include the students in formal education after the
orientation process.
其他关键词：Refugee, refugee students, primary education, inclusion process, social inclusion
