COVID-19 Salgınında Türkiye’deki Özel Gereksinimi Olan Öğrenciler ve Ailelerine Yönelik Uzaktan Özel Eğitim Uygulamalarına İlişkin Uzman Bakış Açısı

Sani-Bozkurt, Sunagül; Genç, Gülden Bozkuş; Vuran, Sezgin; Yıldız, Gizem; Çelik, Seçil; Diken, İbrahim Halil; Uysal, Çiğdem; Gürgür, Hasan; Kalaycı, Gülefşan Özge; Diken, Özlem Erçen; ATEŞGÖZ>, N. Nazlı; İçyüz, Rıfat; Doğan, Murat; Şafak, Pınar; Demiryürek, Pınar

doi:10.21565/ozelegitimdergisi.786118

Cited by 14 publications

(6 citation statements)

References 45 publications

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“…Tablet-mediated interventions were included in 88.9% of the studies, whereas picture cards were used in only 11.1% of the studies. Considering that individuals with special needs may have limited access to technological tools such as tablet computers (Sani-Bozkurt et al, 2021), it is thought that the use of this intervention should be popularized in such a way (e.g., through phone or picture cards) that individuals with special needs can access it more easily. Another noteworthy finding about the studies is that 88.9% of the intervention was conducted by the researchers.…”

Section: Conclusion Suggestion and Recommendationsmentioning

confidence: 99%

Görsel Sahne Sunumu Uygulamasının Etkililiğini Araştıran Çalışmaların Meta Analizi

OĞUR

Olçay

2023

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Görsel sahne sunumu (GSS) bir sahneye veya bağlama ait görsellere (fotoğrafik görüntü, çizimler, taranmış görseller gibi) yazılı ya da sesli uyaranların eklenmesiyle oluşturulan ve farklı tanıları olan bireylere farklı becerilerin öğretiminde etkili bir şekilde kullanılabilen teknoloji tabanlı bir uygulamadır. Bu çalışmada GSS uygulamasının özel gereksinimli bireyler üzerindeki etkililiğinin incelendiği çalışmaların betimsel ve meta analizi amaçlanmıştır. Çalışmalar öncelikle Kratochwill ve meslektaşları tarafından önerilen göstergeler kullanılarak niteliksel olarak değerlendirilmiştir. Daha sonra ise tek-denekli araştırma desenlerinin kullanıldığı ve model standartlarını karşılayan ya da koşullu karşılayan dokuz çalışma için görsel analiz yapılmış aynı zamanda bu çalışmaların kapsamlı betimsel analizi de gerçekleştirilmiştir. Görsel analiz sonucunda güçlü ve orta düzey etkiye sahip olduğu belirlenen yedi çalışma için etki büyüklüğü hesaplanmıştır. Çalışmaların etki büyüklüklerinin hesaplanmasında ilerleme oranı farkı (İLOF) kullanılmıştır. Bu hesaplamalar sonucunda çalışmaların yedi çalışmanın tamamının çok etkili olduğu belirlenmiştir. Bu çalışmalarda etkisi araştırılan GSS uygulamasının farklı tanı gruplarında ve yaş aralığında bulunan bireylere farklı becerilerin öğretiminde bilimsel dayanaklı bir uygulama olduğu sonucuna ulaşılmıştır. İleri çalışmalar ve uygulamalara yönelik önerilerde bulunulmuştur.

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Section: Conclusion Suggestion and Recommendationsmentioning

confidence: 99%

Görsel Sahne Sunumu Uygulamasının Etkililiğini Araştıran Çalışmaların Meta Analizi

OĞUR

Olçay

2023

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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“…Thus, teachers have carried out educational activities with students who have had access to the internet through platforms such as EBA (Education Information Network) prepared by the Ministry of National Education (MoNE) (a digital education platform where students and their parents log in with the usernames and passwords defined for them and there is educational content for students at all levels from preschool to high school) or Zoom. Furthermore, 1500 activity plans for mathematics, 1000 for life sciences, 500 for science, and 500 for social studies and religious culture for students with ASD have been made available to students, their parents, and teachers via EBA (Sani-Bozkurt et al, 2022). Apart from the educational opportunities directly provided to students with ASD, many discourses and conferences have been organized by various federations, foundations, and associations, and parents and teachers of students with ASD have been informed about what to do in this process (Gorgun & Balikci, 2021;Sani-Bozkurt et al, 2022;Yilmaz & Atli, 2020).…”

Section: Introductionmentioning

confidence: 99%

Experiences of Gifted Children With Autism Spectrum Disorder, Their Parents, and Teachers in Turkiye With the Covid-19 Pandemic

SIKICIKOGLU,

KOC,

OLCAY

et al. 2024

Turkish Online Journal of Distance Education

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This study aimed to determine the experiences of gifted children with autism spectrum disorder, their parents, and teachers with the COVID-19 pandemic and holistically reveal the reflections of the restrictions in this process and the transition to distance education on the lives and especially the education of gifted children with autism spectrum disorder (ASD). The study was designed with a phenomenological research design, one of the qualitative research methods. The study participants were gifted children with ASD, aged between 6-14 and continuing their education through inclusion, their parents and teachers. The research data were collected through semi-structured interviews and analyzed in detail by interpretive phenomenological analysis. As a result of the data analysis, two themes, “The impacts of the COVID-19 pandemic on life” and “Distance education and its impacts in the COVID-19 process”, and 12 categories were reached. Recommendations were presented in line with the study findings and the literature.

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“…In this way, contributions can be made in the form of personalized activities suitable for the needs and abilities of SWD so that they can participate in classroom activities on an equal level with their peers and learn as much as they need, thereby fulfilling their potential (Ferguson, 2008;Meyer et al, 2014;Peters, 2007). In connection with this situation, when the national and international literature is examined, it is seen that SWD, teachers, and families experience advantages and disadvantages in the process of SIP through ERT (Başar ve Gündüz, 2022;Colombo & Santagati, 2022;Jothinathan et al, 2021;Harris et al, 2020;Mengı̇ ve Alpdoğan, 2020;Parmigiani et al, 2021;Sani-Bozkurt et al, 2022;Schuck & Lambert, 2020;Toquero, 2021). One of the challenges that can be encountered in this process is the lack of social interaction, which negatively affects the motivation and participation of the SWD.…”

Section: Introductionmentioning

confidence: 99%

“…Getting information about teachers' experiences in conducting inclusive education through ERT, determining which strategies they used to cope with the difficulties experienced in this process, and evaluating their needs and suggestions about the process is essential for taking measures to overcome these difficulties in case similar disasters occur again in the future (Sani-Bozkurt et al, 2022;Slootman et al, 2023). Since distance education is likely to continue in the future, unless changes are made in the access and quality of online teaching in the SIP process, SWD will continue to be left behind by their peers.…”

Section: Introductionmentioning

confidence: 99%

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

BİLGİÇ

2023

Sakarya University Journal of Education

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The recent Kahramanmaraş earthquake and the COVID-19 pandemic led to the implementation of emergency remote teaching (ERT) to prevent the interruption of education services. This rapid implementation of ERT in the educational process led to many new experiences for classroom teachers in implementing teaching activities for students with special educational needs (SWD) in terms of successful inclusion practices (SIP). It is essential to have information about the teachers' experiences of SIP through ERT to determine which strategies they used to cope with the difficulties experienced in this process, to assess their needs and suggestions about the process, and to take measures to overcome these difficulties to realize effective teaching in case similar disasters occur again in the future. This study aims to determine the experiences of classroom teachers on ERT practices for effective instruction for SWD in the process of SIP. The study adopts qualitative research, and a phenomenological design was utilized to analyze classroom teachers' experiences on the subject in depth. The participants of the study consisted of eight primary school classroom teachers. The research data were obtained using a semi-structured interview form applied to the participants. Through thematic analysis of the qualitative data obtained, themes, sub-themes, and codes were created and analyzed. The findings showed that the ERT process carried out within the scope of SIP has advantages and disadvantages for teachers and SWD. The Advantages and disadvantages of teaching basic academic skills (Turkish, mathematics, life science, social studies, and science) were also identified. In addition, it was concluded that teachers have needs and expectations in the SIP process for SWD, and if necessary, studies are carried out in this regard; the more comprehensive distance education method can be used in the relevant process instead of the ERT method. Research findings were discussed within the literature framework, and limitations and recommendations were stated.

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COVID-19 Salgınında Türkiye’deki Özel Gereksinimi Olan Öğrenciler ve Ailelerine Yönelik Uzaktan Özel Eğitim Uygulamalarına İlişkin Uzman Bakış Açısı

Cited by 14 publications

References 45 publications

Görsel Sahne Sunumu Uygulamasının Etkililiğini Araştıran Çalışmaların Meta Analizi

Görsel Sahne Sunumu Uygulamasının Etkililiğini Araştıran Çalışmaların Meta Analizi

Experiences of Gifted Children With Autism Spectrum Disorder, Their Parents, and Teachers in Turkiye With the Covid-19 Pandemic

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

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