Ağır ve Çoklu Yetersizliği (AÇYE) Olan Bireylerle Çalışan Özel Eğitim Öğretmenlerinin Yaşadıkları Sorunların Belirlenmesi

Adigüzel, Sakine; Kizir, Mine; Eratay, Emine

doi:10.21565/ozelegitimdergisi.296901

Cited by 6 publications

(1 citation statement)

References 5 publications

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“…The number of research studies done in this area is very limited in Turkey because of the education of students with severe and multiple disabilities is a very new field (Adıgüzel, Kizir and Eratay, 2017;Eldeniz-Çetin, 2013;Eldeniz-Çetin and Şafak, 2017;Şafak, Yılmaz and Demiryürek, 2016;Şafak and Uyar, 2016;Şafak ve Uyar, 2017). Similarly, studies in the field of shared story reading are rather limited as well (Arman, 2014;Çelik, 2016;Ergül, Akoğlu, Sarıca, Tufan and Karaman, 2015).…”

Section: Tartışma Ve Sonuçmentioning

confidence: 99%

Çok Duyulu Öyküleri̇n Çok Yetersi̇zli̇ği̇ Olan Görmeyen Çocuklarin Di̇nledi̇ği̇ni̇ Anlamalarina Etki̇si̇

Şafak¹,

Demiryürek²,

Yılmaz³

2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Ağır ve çoklu yetersizliği olan öğrencilerin öğrenme özelliklerine uygun hale getirilen, bilişsel ve iletişimsel becerilerini ve okumaya dayalı etkinliklere daha aktif katılmalarını destekleyen okuma materyallerinden biri de "çok duyulu" öykülerdir. Çok duyulu öykü, ağır derecede zihin yetersizliği ve/veya çoklu yetersizliği olan bireyler için bireysel olarak düzenlenmiş sosyal etkileşim ve duyusal deneyimler üzerine odaklanarak anlatılan öyküler olarak tanımlanmaktadır. Bu çalışmada ağır ve çoklu yetersizliği olan görmeyen öğrencilerin dinlediği öyküyü anlamada sabit bekleme süreli öğretim yöntemi ile sunulan çok duyulu öykü anlatımının etkililiğinin sınanması amaçlanmıştır. Katılımcılar görme yetersizliği ve otizm tanısı almış 11-15 yaşlarında 2 kız ve 1 erkek öğrenciden oluşmaktadır. Araştırmada "denekler arası yoklama denemeli çoklu yoklama" deseni kullanılmıştır. Araştırmanın bağımlı değişkeni, öğrencilerin dinlediği öyküyü anlama düzeyleri, bağımsız değişkeni ise, sabit bekleme süreli öğretim yöntemi ile sunulan çok duyulu öykü anlatımı uygulamasıdır. Yapılan öğretim oturumları sonrasında her 3 katılımcının da dinledikleri öyküye dair sorulan sorulara doğru cevap verme düzeyleri artmıştır.

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Section: Tartışma Ve Sonuçmentioning

confidence: 99%

Çok Duyulu Öyküleri̇n Çok Yetersi̇zli̇ği̇ Olan Görmeyen Çocuklarin Di̇nledi̇ği̇ni̇ Anlamalarina Etki̇si̇

Şafak¹,

Demiryürek²,

Yılmaz³

2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Determining the Evaluation Methods Used by Special Education Teachers Working with Individuals with Multiple Disabilities

IŞITAN KILIÇ,

ŞAFAK

2023

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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This research has aimed to determine the views of special education teachers on the evaluation of individuals with multiple disabilities before, during and after teaching. The findings were basically examined under the headings of the most frequently studied areas in the classroom, evaluation methods, cooperation in assessment, fields of difficulty in evaluation, and suggestions for evaluation. It was determined that the methods of family interviews, student observation, rough assessment tools, obtaining information from the previous institution and creating a portfolio were frequently used before, during and after the teaching. Within the scope of the research findings, it has been seen that the most common problems faced by teachers are inability to cooperate with experts and families, children not being physically ready for assessment, insufficient assessment material, lack of professional development, and lack of specialists at school. Within the scope of the research results, it has been thought that the family should be included in a good evaluation process along with the individual with multiple disabilities and the development of the individual should be constantly followed during this process. In connection with the findings of the research, various suggestions were made for parents and teachers.

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Pre-service Teachers' Views on Multiple Disabilities and Visual Impairment

DEMİRYÜREK

BİLGİÇ²,

Şafak

2023

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Introduction: The study aims to determine whether there are any changes in the perceptions of final year pre-service special education teachers towards students with Multiple Disabilities and Visual Impairment (MDVI) and their education as a result of their teaching practice with these students. Method: The study conducted through semi-structured interviews under qualitative research methods involved four female and two male pre-service teachers who were purposively selected according to the criterion sampling method and who were studying in the Visual Impairments Teaching Programme and continue their teaching practice with MDVI students. The data of the study were collected through semi-structured interviews. The data were collected before and after the teaching practice and analysed using the content analysis method. Findings: In the light of the findings obtained, it is observed that the teaching practice with students with MDVI has a positive impact on the pre-service teachers' perceptions of students with MDVI and their education. After the practice, all participants had positive experiences with students with MDVI. The pre-service teachers have critically examined the physical structure of the school and the classroom after the practice; therefore, in the theme of the educational environment, while initially, two participants found the physical structure of the classroom positive, in the final interview all participants stated that it was not suitable. In the theme of pre-service teacher education, it was expressed that theoretical courses were useful but needed to be supported by practice. Participants stated that teaching practice with students with MDVI was beneficial in terms of gaining experience and that they would be able to work with students with all types of disabilities after graduation. Discussion: This study examines the pre-service teachers’ views towards students with MDVI and their education and shows that they change positively during the year of teaching practice. The pre-service teachers stated that their feelings and views about the educational environment changed positively as they gained experience. Participants emphasised the need to enrich special education curriculum by increasing the focus on practice and experience in course content. In addition, it was noted that in-service training and digital materials could help teachers to provide quality education.

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Ağır ve Çoklu Yetersizliği (AÇYE) Olan Bireylerle Çalışan Özel Eğitim Öğretmenlerinin Yaşadıkları Sorunların Belirlenmesi

Cited by 6 publications

References 5 publications

Çok Duyulu Öyküleri̇n Çok Yetersi̇zli̇ği̇ Olan Görmeyen Çocuklarin Di̇nledi̇ği̇ni̇ Anlamalarina Etki̇si̇

Çok Duyulu Öyküleri̇n Çok Yetersi̇zli̇ği̇ Olan Görmeyen Çocuklarin Di̇nledi̇ği̇ni̇ Anlamalarina Etki̇si̇

Determining the Evaluation Methods Used by Special Education Teachers Working with Individuals with Multiple Disabilities

Pre-service Teachers' Views on Multiple Disabilities and Visual Impairment

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