The Opinions of Teachers Working in Special Education and Rehabilitation Centres About the Support Services for Individuals with Hearing Loss: A Phenomenologic study

Abstract

Öz. Bu araştırmada; Özel Eğitim ve Rehabilitasyon Merkezlerinde (ÖERM) çalışan öğretmenlerin işitme kayıplı öğrencilere verilen destek hizmetlerine ilişkin görüşlerinin incelenmesi amaçlanmıştır. Fenomenoloji çalışması olarak desenlenen bu araştırmanın katılımcıları, ÖERM'de işitme kayıplı çocuklara destek hizmetleri veren yedi öğretmenden oluşmaktadır. Araştırma verileri yarı yapılandırılmış görüşmeler, yansıtmalı araştırmacı günlükleri ve doküman incelemesi teknikleriyle toplanmıştır. Araştırma verilerinin analizi içerik analizi ile yapılmıştır. Öğretmenlerin ÖERM'de verdikleri destek hizmetler olgusuna yönelik algılarının, deneyimlerine göre farklılaştığı görülmüştür. Aynı kurumda çalışan ve aynı işitme kayıplı öğrencinin dersine giren iki öğretmenin ailelerle ortak deneyimler yaşayabildikleri, yaşadıkları deneyimlerine yönelik görüşleriyle ortaya çıkan kavramlara farklı anlamlar yükledikleri görülmüştür. Farklı deneyim yaşamalarına rağmen öğretmenler bazı olgulara karşı ortak algılar geliştirebilmişlerdir. Örneğin kurumların denetlenmesi katılımcıların hepsi için problemli bir süreç olarak algılanmaktadır.

Teachers’ Opinions on the Attending of the Hearing-Impaired Students in the Inclusion Environment and the Resource Room Services

“…The participants of this study are similar to the current research results in the literature (Atmaca & Uzuner, 2020;Gurgur et al, 2016;Pérez-Jorge, et al 2021) study stated that the inclusion students in their classrooms were successful in their social adaptation and communication skills. Modern hearing aids, technological developments, early diagnosis and equipment of children with hearing aids and early education opportunities allow students with hearing loss to develop compatible oral skills with their hearing peers (Percy-Smith et al, 2018).…”

“…The beginning of inclusive practices to eliminate discrimination between students has brought with it various problems. In the studies on teachers' opinions from the past and the present, it has been found that there are problems related to the physical conditions of the inclusion environment, the characteristics of the hearing impaired student(s), and the quality of the resource room (Aslan, 2019;Atmaca & Uzuner, 2020;Cambra, 2002;Coladarci & Breton, 1997;Gurgur et al, 2016;Slobodzian, 2009;Watson et al, 1999;Yazicioglu, 2020). In many studies, the focus of these problems and possible solutions have been shown to be related to teachers' perspectives on inclusion (Aslan, 2019;Eriks-Brophy & Whittingham, 2013;Nīmante & Ekša, 2020).…”

“…In studies focused on support education teachers, teachers emphasized the difficulties of working with different disability groups and students at different grade levels during the day (Atmaca & Uzuner, 2020;Gurgur et al, 2016). They stated that it is not enough to provide education services to students on certain days of the week (Aslan, 2019;Gurgur et al, 2016).…”

“…In the national literature; support education teachers of students with hearing loss, different disability groups and gifted students stated that students can show academic and social development with resource room applications. Teachers in these studies, on the other hand, stated that the physical conditions, teaching materials, frequency, and duration of the application were insufficient and that they had difficulty working with various disability groups (Aslan, 2019;Atmaca & Uzuner, 2020;Caglar 2016;Cevik & Yagci, 2017;Gurgur et al, 2016;Pemik & Levent, 2019;Tunali-Erkan, 2018;Unay, 2015;Yazicioglu, 2020). Teachers stated that they had difficulty in creating suitable IEPs for the level of students with hearing loss.…”