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Examining the Relationship between Learning Difficulties, Religious Affiliation and Ethnic Background: the Case of Muslim Immigrants’ Children in Vienna

Öğrenme Güçlüğü, Din ve Etnisite İlişkisi Üzerine bir İnceleme: Viyanalı Müslüman Çocuklar Örneği

Journal Name:

  • EKEV Akademi Dergisi

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The presence of Muslim immigrants’ children in learning difficulties schools has a great concern for policy makers in Austria. The study was conducted to know the status of immigrants’ children, factors responsible for the learning difficulties among immigrants’ children and importance of parents involvement for the education their children with learning difficulties. There were eighty one (81) immigrant’s children with learning difficulties and ten (10) teachers who were already involved with the education of children leaning difficulties were the part of the study. Two instruments; questionnaire for children with learning difficulties and schedule interview for teachers were developed and used to achieve the objectives and test the hypothesis;. The Statistical Package for Social Sciences (SPSS) was used for quantitative data and thematic analysis approach was used for qualitative data. The results showed that the presence of Muslim children with learning difficulties in SPZs is high as compared to Non Muslim in Vienna. The presence of male children was more than females. Parents less interest, home environment, parents’ qualification, age of children, teachers’ attitude with parents were powerful indicators responsible for learning difficulties among Muslim immigrants’ children.
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Abstract (Original Language): 
Öğrenme zorlukları olan çocuklara hitap eden okullardaki Müslüman göçmenlerin çocukları Avusturyalı sosyal plan uzmanlarını endişelendirmekte olduğu görülmektedir. Bu araştırma göçmen çocuklarının statüsünü, öğrenme zorluğuna sebep olan faktörleri ve ailelerin konuya ilişkin ilgilerini anlamak icin yapılmıştır. Bu çerçevede, çalışma seksen bir (81) öğrenme zorluğu olan çocuk ve bu konuda uzman on (10) öğretmeni kapsamaktadır. Arastırmada anket ve mulakat yontemi kullanılmıstır. Öğrenme zorluğu olan Müslüman çocuklara anket uygulanmış, öğretmenlerle mulakat yapılmıştır. Kantitatif verilerin analizi için SPSS programı kullanılmıştır. Kalitatif (Nitel) verilerin analizinde ise tematik analiz yöntemi benimsenmiştir. Sonuç olarak, Viyanadaki Müsluman olmayan topluluklarla kiyaslayinca, söz konusu eğitim kurumlarında öğrenme zorluğu olan Müsluman çocukların sayısının oldukça yüksek olduğu tespit edilmiştir. Erkek çocukların sayısının kızlardan daha fazla olduğu görülmüştür. Ailelerin ilgisizliği, uygun olmayan ev ortamı, ailenin eğitim düzeyi, çocukların yaşı ve öğretemenlerin velilere karşı tutumu öğrenme zorluğunun önemli sebepleri olarak ön plana cıkarken, dinin bu konuda olumsuz bir faktör olmadığı sonucuna ulaşılmıştır.
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  • 48
251-268
  • Turkish

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