Going beyond Structural Integration: Exploring the Role of Mainstreaming and Adaptation Classes in the Educational Integration of Syrian Schoolchildren in Turkey

Autor/inn/en	Kalman, Mahmut; Can, Fazil Emre
Titel	Going beyond Structural Integration: Exploring the Role of Mainstreaming and Adaptation Classes in the Educational Integration of Syrian Schoolchildren in Turkey
Quelle	In: International Journal of Whole Schooling, 19 (2023) 1, S.49-74 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Refugees; Social Integration; Educational Practices; Student Attitudes; Teacher Attitudes; Mainstreaming; Inclusion; Elementary School Teachers; Middle School Teachers; Case Studies; Foreign Countries; Educational Policy; Student Adjustment; Access to Education; Public Schools; Syria; Turkey + Suchen Sie Ihr Suchwort? Flüchtling; Soziale Integration; Bildungspraxis; Schülerverhalten; Lehrerverhalten; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Case study; Fallstudie; Case Study; Ausland; Politics of education; Bildungspolitik; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Syrien; Türkei
Abstract	Turkey has developed educational policies and measures to help Syrian students to access education in public schools through different integration practices. This research aimed at examining two integration practices, i.e. mainstreaming and adaptation classes, and exploring the advantages and limitations of each practice for the integration of Syrian students from practitioners' perspectives. The participants consisted of fifteen teachers who had experience in both practices and were working at primary, middle, and secondary schools in a large city in Southeastern Turkey. This research employed a comparative case study design to analyze and synthesize similarities, differences, and meaningful patterns across the integration practices. It was revealed that each practice has limitations and advantages in terms of integration. How integration is handled is the main distinction between the practices. Mainstream classes facilitate relational integration through inclusion; however, integration is fostered through language tuition in adaptation classes. Both practices warrant some arrangements for effectiveness. (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