Halis Sakiz Research
Halis Sakiz
Mardin Atruklu University | Turkey
During his time as an Aggarwal-Blackburn Visiting Scholar with the Center for International and Intercultural Education, Halis Sakiz collaborated with Dr. Marty Jencius in Counselor Education and Supervision to examine how counseling and guidance services can be made more inclusive and multicultural, and to identify the systemic factors that influence such practices.
Research
Fahad Ahmed Alnaim & Halis Sakiz. Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes. International Journal of Inclusive Education, 2023.
Abstract: This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD.
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Halis Sakiz & Marty Jencius. Structural Components of Inclusive Counseling Services for International University Students. International Journal for the Advancement of Counselling, 2024.
Abstract: This study aimed to investigate the structural components of higher education counseling services for international students through an inclusive approach. Data were collected via in-depth interviews with 32 participants including faculty, staff, and students and analyzed thematically. The themes that emerged included the necessity of aligning counseling services with the mission of education; the value of universal support and guidance; the benefits of collaboration among counseling units and other service providers; the need for counseling services to be designed for both providers and students; economic constraints and staffing shortages; impact of social, historical, and cultural factors on international students’ counseling needs; and the importance of international counselors in providing culturally responsive care. This study highlights the importance of inclusive counseling services for international students in higher education and provides valuable insights for developing and improving such services.
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